[{"data":1,"prerenderedAt":49},["ShallowReactive",2],{"q-sw-115-2-research-methods-013":3},{"subject":4,"subjectSlug":5,"subjectFullName":4,"question":6,"related":24},"社會工作研究方法","research-methods",{"id":7,"webId":8,"year":9,"session":10,"subject":4,"legacy":11,"number":12,"stem":13,"options":14,"answer":19,"answerNote":20,"images":21,"lawTimestamp":9,"explanation":22,"freq":23},"sw-115-2-社會工作研究方法-013","sw-115-2-research-methods-013",115,2,false,13,"研究者為檢視其新開發「青少年憂鬱量表」之效度，使用「臺灣人憂鬱症量表」進行相關分析，其皮爾森相關係數為 0.89。其屬於下列何種效度類型？",{"A":15,"B":16,"C":17,"D":18},"區別效度","預測效度","專家效度","聚合效度","D",null,[],"本題考點在建構效度中的聚合效度。依建構效度的檢驗方式,聚合效度(convergent validity)是指新量表與測量相同或相近概念的既有工具應呈現高度正相關。新開發的「青少年憂鬱量表」與同樣測量憂鬱的「臺灣人憂鬱症量表」相關達 0.89,顯示兩者測到相同構念,故選 D。A 錯,區別效度是與「不同概念」的量表應呈低相關;B 錯,預測效度是以未來的效標表現(如日後是否就醫)檢驗;C 錯,專家效度是由專家審查題目內容,屬內容效度,不涉及相關分析。",1,[25,29,33,37,41,45],{"webId":26,"stem":27,"number":28,"year":9,"session":10},"sw-115-2-research-methods-012","為確保量化研究的測量工具品質，下列何者最適當？",12,{"webId":30,"stem":31,"number":32,"year":9,"session":10},"sw-115-2-research-methods-014","若想要從樣本的研究結果推論到母體，下列何種抽樣方法最適當？",14,{"webId":34,"stem":35,"number":36,"year":9,"session":10},"sw-115-2-research-methods-011","研究者想要詢問有關受測者學歷的資料，列出「國中、高中職、大學以上」三個選項請填答者勾選。下列何者為此題項最可能的缺點？",11,{"webId":38,"stem":39,"number":40,"year":9,"session":10},"sw-115-2-research-methods-015","有關抽樣誤差的敘述，下列何者正確？",15,{"webId":42,"stem":43,"number":44,"year":9,"session":10},"sw-115-2-research-methods-010","有關發展新測量工具之程序與方法，下列何者錯誤？",10,{"webId":46,"stem":47,"number":48,"year":9,"session":10},"sw-115-2-research-methods-016","下列何者對提高抽樣代表性沒有幫助？",16,1791075276429]