Acta Psychologica Sinica

Abstract

The relationships between school achievement and social behaviors of elementary school pupils and high school students in the time of 21 months were analyzed by using multivariable cross-lagged regression. Results show that there were significant positive relationships between school achievement and social leadership, frustration toleration, assertive social skills and positive peer nomination score of elementary school pupils and high school students in simultaneous tests, and there were negative relationships between school achievement and aggressive learning problem behaviors, maladjustments in elementary school pupils and high school students, and negative peer nomination scores in elementary school pupils. The multivariable cross-lagged regression showed that social leadership, aggressive learning problem behaviors, frustration toleration, learning maladjustment, assertive social skills and positive and negative peer nomination scores could significantly predict school achievement 21 months later for elementary school pupils, however, for high school students, this prediction can only be made in aggressive learning problem behavior and frustration toleration. There were no simultaneous relationship as well as prediction relationship between shy-inhibition and anxiety-depression and school achievement of children and adolescents.

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