The Development of Emotional Intelligence Scale for Algerian Higher Education EFL Students: Validating the Modified Version of Schutte et al.’s (1998) Model

Emotional intelligence (EI) has received increasing interest in recent years. The field of English as a Foreign Language (EFL) is a promising context for enhancing EI skills. Despite the potential benefits of EI measurement tools, relatively little research is conducted in EFL education. This study thus aims to validate an Emotional Intelligence Scale (EIS) specifically for Algerian EFL learners using Schutte et al.'s (1998) theoretical framework. In doing so, a panel of experts have assessed the surface validity of the EIS and provided constructive feedback to refine the content of the scale. A pilot testing was conducted to further validate these improvements. 503 Algerian EFL students aged 18 to 23 years participated in this research. Through Exploratory Factor Analysis (EFA), six distinct factors namely: <i>Control of emotions, Appraisal of own emotions, Appraisal of others'emotions, Utilization of emotions, Social skills,</i> and <i>Optimism</i> were identified. These factors were subsequently confirmed through Confirmatory Factor Analysis (CFA) using goodness of- fit-indices. The final scale consisted of 27- item indicating a good model fit and confirming its suitability as a research instrument for the target group. The study confirm that the EI construct exhibits strong construct validity, as evidenced by the factor analytic procedures and the convergent and discriminant validity measures. Additionally, the measurement invariance across distinct samples confirms the portability of the EI construct, underscoring its applicability in psychoeducational assessments across different counties. Limitations of the study and future implications were also discussed accordingly.