This study explored the concordance between 70 third-grade students' preintervention and postintervention acceptability ratings of a writing intervention administered over 7 weeks. In addition, the association between students' preintervention and postintervention acceptability ratings and intervention effectiveness was examined. Results indicated statistically significant differences between female and male students’ perceptions of the intervention before implementation. In comparison to their male peers, female students rated the intervention more favorably, and the associations between preintervention and postintervention acceptability ratings were larger for female students. In addition, moderate to large associations were observed between female students writing productivity and their preintervention and postintervention acceptability ratings, whereas small to moderate associations were observed for male students. Implications and future research directions are discussed.

中文翻译：

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评估儿童对干预可接受性评级的看法

本研究探讨了 70 名三年级学生在 7 周内进行的写作干预的干预前和干预后可接受性评级之间的一致性。此外，还检查了学生的干预前和干预后可接受性评级与干预有效性之间的关联。结果表明，在实施之前，男女学生对干预的看法之间存在统计学显着差异。与男同学相比，女学生对干预的评价更高，而且女学生的干预前和干预后可接受性评分之间的关​​联更大。此外，在女学生的写作效率与其干预前和干预后的可接受性评级之间观察到中到大的关联，而在男学生中观察到小到中等的关联。讨论了影响和未来的研究方向。