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Introduction
Research on emotional intelligence (EI) has gathered significant momentum in the last few years. In this regard, the development of assessment instruments, as well as ongoing review of their predictive ability, validity and reliability, have allowed this concept to be widespread (Lopez-Zafra et al., 2013). However, the validity of EI as a psychological construct is still far from established. Mayer et al. (2004) consider EI a part of the broad group of intelligences, comprising other manifestations of intellect such as social, practical, and personal intelligence. Goleman (1995) even claimed that EI may be more important in determining life outcomes than mental intelligence.
In general, studies have shown that EI ability is linked to greater empathy (Ciarrochi et al., 2000); fewer negative interactions with peers (Brackett et al., 2004); higher-quality relationships, less conflict and antagonism with friends (Lopes et al., 2003, 2004) and lower levels of violence and drugs problems (Rubin, 1999; Trinidad and Johnson, 2002). During the last two decades an emergent body of literature (e.g. Costa and Faria, 2015; Elias et al., 2000; Elliot and Dweck, 2005; Duckworth and Seligman, 2005; Song et al., 2010) has found a strong association between EI and academic achievement in several educational settings. However, since research that explored the link between these two concepts has displayed different results, additional research is needed.
Previous studies (Ghorbani et al., 2002; Parker et al., 2005; Scollon et al., 2004) have also pointed out the influence of culture on EI level. Zeidner et al. (2001) suggested that EI may perhaps be seen in the juncture of person and environment, that is, the extent to which the person's beliefs and action tendencies su rounding given emotions match culturally defined requirements.
Although several studies on EI in Kuwait (AlDosiry et al., 2016; Alkhadher, 2007; Li and Zahran, 2014; Mohamed et al., 2012) have been conducted, no research has yet been done to evaluate the psychometric properties of the WLEIS or its suitability within the educational Kuwaiti context. Therefore, the purpose of this study is twofold: (1) to evaluate psychometric properties of the Wong and Law Emotional Intelligence Scale (WLEIS), with the aim of determining whether it can be used as a reliable...