<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1405-1435</journal-id>
<journal-title><![CDATA[Convergencia]]></journal-title>
<abbrev-journal-title><![CDATA[Convergencia]]></abbrev-journal-title>
<issn>1405-1435</issn>
<publisher>
<publisher-name><![CDATA[Universidad Autónoma del Estado de México, Facultad de Ciencias Políticas y Administración]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1405-14352025000100015</article-id>
<article-id pub-id-type="doi">10.29101/crcs.v32i1.25749</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Revisión sistemática de instrumentos para medir actitudes, creencias y conocimientos en diversidad sexo-genérica]]></article-title>
<article-title xml:lang="en"><![CDATA[Systematic Review of Instruments to Measure Attitudes, Beliefs, and Knowledge on Sex-Gender Diversity]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ros-Moreno]]></surname>
<given-names><![CDATA[Eleazar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carrasco-Macías]]></surname>
<given-names><![CDATA[María José]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[García-Rojas]]></surname>
<given-names><![CDATA[Antonio Daniel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Huelva  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>España</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Huelva  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>España</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Huelva  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>España</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>32</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1405-14352025000100015&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1405-14352025000100015&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1405-14352025000100015&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El objetivo del presente artículo es realizar una revisión sistemática de instrumentos que midan actitudes, creencias y conocimientos hacia la diversidad sexual y de género LGTBIQ+, con el fin de comprender el panorama actual de aceptación o rechazo hacia las identidades LGTBIQ+. Esta revisión se lleva a cabo mediante el método PRISMA 2020, consultando la literatura más actual (2019-2024), recogida en revistas que destacan por su factor de alto impacto en la base de datos Scopus. Se localizaron 1.814 estudios de los que se seleccionaron 51 artículos sobre instrumentos, destacando las escalas, que respondían al objeto de estudio. Los resultados principales desprenden la existencia reducida de escalas para medir actitudes hacia la comunidad LGTBIQ+ y la falta de escalas específicas en el campo educativo que ayuden a conocer el nivel de formación o la predisposición del profesorado para responder a las identidades LGTBIQ+ en las aulas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The aim of this article is to conduct a systematic review of instruments that measure attitudes, beliefs, and knowledge related to LGTBIQ+ sexual and gender diversity, in order to understand the current panorama of acceptance or rejection of LGTBIQ+ identities. This review follows the PRISMA 2020 guidelines and draws on recent literature (2019-2024) published in high-impact journals indexed in the Scopus database. A total of 1,814 studies were identified, from which 51 articles on instruments, primarily scales, were selected as relevant to the object of study. The main findings indicate the limited availability of scales to measure attitudes toward the LGTBIQ+ community and the absence of specific scales in the educational field that help assess teachers&#8217; level of training and their readiness to address LGTBIQ+ identities in the classroom.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[systematic review]]></kwd>
<kwd lng="en"><![CDATA[scales]]></kwd>
<kwd lng="en"><![CDATA[sex-gender diversity]]></kwd>
<kwd lng="en"><![CDATA[LGTBIQ+ community]]></kwd>
<kwd lng="es"><![CDATA[revisión sistemática]]></kwd>
<kwd lng="es"><![CDATA[escalas]]></kwd>
<kwd lng="es"><![CDATA[diversidad sexo-genérica]]></kwd>
<kwd lng="es"><![CDATA[comunidad LGTBIQ+]]></kwd>
</kwd-group>
</article-meta>
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