ABSTRACT
Genetic literacy is an integral measure for examining society’s interaction with genetics, but widely-used “genetic literacy” measures lack both knowledge comprehension measures and psychometric validation. To address these issues, we validated the Education and Assessment of Genetic Literacy measure (EAGL) in a sample of 2708 US participants, using both exploratory and confirmatory factor analysis. In addition to standard subjective and objective knowledge subscales, our measure’s distinct knowledge comprehension subscale focuses on autism as an example of a complex condition. Regression analyses showed a statistically significant interaction when looking at education and personal connection to autism in relation to knowledge comprehension (F=3.68, p=0.003). Separately, those in our sample with a connection to autism scored higher on the subjective knowledge section (F=19.52, p<0.001) only, concurring with previous demonstrations of a subjective-objective knowledge gap in science literacy. We explored geographic location as one potential factor in genetic literacy and found that metropolitan vs non-metropolitan status had no significant main effects on overall levels. After the validation process, we have two multi-domain measures which accurately capture the construct of genetic literacy and are available for wide use: the multi-faceted EAGL-long, which has previously been tested in thousands of participants, or the validated three-factor EAGL-short.
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