Psychometric Validation of the “LGBTIQ+ Themes in Literature Education” Scale (LTiLE)*

Abstract

ABSTRACT The aim of this research is to describe the adaptation process and psychometric properties of the “LGBTIQ+ Themes in Literature Education” (LTiLE) scale, the first instrument aimed at measuring attitudes toward the inclusion of LGBTIQ+ content in the teaching interventions of future literature educators. The study seeks to identify empirical evidence of content, construct, convergent, and discriminant validity, as well as internal consistency reliability, and the absence of bias in assessments based on participants’ gender identity. Following the attainment of a high level of significant agreement on the quality of its content, an Exploratory Factor Analysis and Confirmatory Factor Analysis were conducted using a random sample of 592 Spanish recent graduates from programs related to Primary and Secondary Education teacher training. Both discriminant and convergent validity estimates yielded optimal results. Nomological validity was established through gender-based score comparisons, revealing significantly more favorable scores for cisgender women and other gender identities. A similar differential item behavior based on gender and measurement invariance according to the teaching stage were observed. Internal consistency was evaluated using ordinal α, McDonald’s ω, composite reliability, and complementarily, Cronbach’s. Psychometric evidence confirms LTiLE’s validity, reliability for prospective literature educators in non-university education.