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

This article focuses on the development and validation of an Emotional Intelligence Scale (EIS) tailored for Algerian university students learning English as a Foreign Language (EFL), based on Schutte et al.'s (1998) Self-Report Emotional Intelligence Test (SSEIT). Using data from 503 Algerian EFL learners aged 18 to 23, exploratory and confirmatory factor analyses identified a six-factor structure—Control of Emotions, Appraisal of Own Emotions, Appraisal of Others' Emotions, Utilization of Emotions, Social Skills, and Optimism—across 27 items, demonstrating strong construct validity and reliability. The study highlights the importance of culturally adapting EI measurement tools for non-Western, collectivist contexts like Algeria and suggests the scale's applicability for psychoeducational assessment, curriculum development, and student support in EFL settings. Limitations include the sample's restriction to EFL students and reliance on self-report data, with recommendations for broader future research incorporating diverse populations and complementary assessment methods.