Eckert Tanya L, Hier Bridget O, Hamsho Narmene F, Malandrino Rigby D
Department of Psychology.
Department of Counseling, School, and Educational Psychology, University at Buffalo, The State University of New York.
Sch Psychol Q. 2017 Jun;32(2):268-281. doi: 10.1037/spq0000200. Epub 2017 Mar 30.
The psychometric properties of the Kids Intervention Profile (KIP), a rating scale designed to measure academic intervention acceptability from the perspective of students, were examined as well as the influence of background factors on students' acceptability ratings. Data were extracted from 4 randomized controlled trials investigating the effects of a performance feedback intervention on third-grade students' writing fluency (n = 228). Results indicated that the KIP contains 2 factors (General Intervention Acceptability, Skill Improvement) and has adequate internal consistency and stability across a 3-week period. There were gender differences in students' acceptability ratings, with female students rating the intervention as significantly more acceptable than males. In addition, results suggested a modest, positive relationship between students' intervention acceptability ratings and their intervention outcomes. Considerations regarding the use of the KIP, as well as limitations of the study, are discussed. (PsycINFO Database Record
研究了儿童干预概况量表（KIP）的心理测量特性，该量表旨在从学生角度衡量学业干预的可接受性，同时还研究了背景因素对学生可接受性评分的影响。数据取自4项随机对照试验，这些试验调查了绩效反馈干预对三年级学生写作流畅性的影响（n = 228）。结果表明，KIP包含两个因素（总体干预可接受性、技能提高），并且在3周时间内具有足够的内部一致性和稳定性。学生的可接受性评分存在性别差异，女生对干预的评分明显高于男生。此外，结果表明学生的干预可接受性评分与他们的干预结果之间存在适度的正相关关系。文中讨论了有关KIP使用的注意事项以及该研究的局限性。（《心理学文摘数据库记录》 ）
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