Validation of a self-assessment survey on knowledge and perceptions of LGBTIQ+ student inclusion in education degree programs
Introduction: the aim of this paper is to present the findings of the validation process of the Self-Assessment Questionnaire on University Students' Knowledge and Perceptions Regarding the Inclusion of LGBTIQ + Students. Method: this was an instrumental study. The reference population comprise...
| Autores: | , , , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2025 |
| País: | España |
| Institución: | Universitat Autònoma de Barcelona |
| Repositorio: | Dipòsit Digital de Documents de la UAB |
| Idioma: | inglés |
| OAI Identifier: | oai:ddd.uab.cat:312408 |
| Acceso en línea: | https://ddd.uab.cat/record/312408 https://dx.doi.org/urn:doi:10.1016/j.ssaho.2025.101568 |
| Access Level: | acceso abierto |
| Palabra clave: | LGBTIQ+ Higher education Inclusion Educational practice Validity Reliability |
| Sumario: | Introduction: the aim of this paper is to present the findings of the validation process of the Self-Assessment Questionnaire on University Students' Knowledge and Perceptions Regarding the Inclusion of LGBTIQ + Students. Method: this was an instrumental study. The reference population comprised students on achelors', masters' and MEd degrees in Spanish education faculties. The pilot sample consisted of 334 people. For validation, construct validity was tested firstly with an exploratory factor analysis (EFA) and subsequently with a confirmatory actor analysis (CFA). Cronbach's Alpha was used to establish reliability. Findings: the EFA yielded three major factors for the Knowledge Scale and four for the erceptions Scale, verifying their correspondence with the conceptual structure of the questionnaire. The CFA indicated a good fit for the model, with acceptable incremental fit measures (TLI, ILI, CFI: .90) and RMSEA and SRMR residuals (.06). Likewise, the parsimony indices were high (above .07). Reliability was found to be excellent (with values above .90) for all the scales studied. Conclusion: the Self-Assessment Questionnaire, in the light of the validation process carried out, constitutes a robust, reliable and valid instrument for determining education students' knowledge and perceptions of LGBTIQ + diversity andin inclusion in their academic professional profiles. |
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