The purpose of the study was to characterize the relationships between behavior problems, academic achievement, and loneliness of students in the upper and lower thirds of a social skills classification. Participants were 733 students (359 boys and 374 girls) aged 9 to 14 years, 642 without learning disabilities (LDs) and 91 with LDs. Their homeroom teacher rated their social skills, and accordingly the upper and lower thirds of social skills scores were determined. Results showed differences in behavior problems between the low and high social skills groups. Boys displayed higher rates of behavior problems. Students with LDs achieved lower scores than their peers in academic achievements and higher scores in loneliness. The final model of the binary stepwise logistic regression showed that loneliness, behavior problems, and academic achievements were related to social skills, explaining 60% of the pseudo-variance (Cox & Snell R² = .60). The findings help target individual variables that can promote school adjustment.

这项研究的目的是在社交技能分类的上三分之一和下三分之一中，描述行为问题，学业成就和学生的孤独感之间的关系。参加者为9至14岁的733名学生（359名男孩和374名女孩），642名没有学习障碍的学生和91名有学习障碍的学生。他们的班主任老师对他们的社交技能进行了评分，因此确定了社交技能得分的上下三分。结果显示，低和高社交技能组在行为问题上存在差异。男孩表现出较高的行为问题发生率。拥有学习能力的学生在学业成绩上低于同龄学生，在孤独感方面得分更高。二元逐步逻辑回归的最终模型表明，孤独感，行为问题，R ² = 0.60）。这些发现有助于确定可以促进学校调整的个体变量。