The purpose of this study was to estimate the longitudinal and reciprocal predictive relations between children’s social skills, measured by an adaptation of the frequently used Social Skills Rating Scale, and their standardized academic achievement. A large nationally representative sample of elementary school students were assessed at least annually from kindergarten through fifth grade in the Early Childhood Longitudinal Study, Kindergarten Class of 2010–2011 (n = 7963). Structural equation modeling was used to test a panel model of teacher-rated interpersonal and self-control skills and children’s scores on standardized reading, math, and science achievement tests. Reciprocal relations between children’s social skills and achievement were supported throughout elementary school, with achievement showing a stronger and consistent pattern of influence on children’s subsequent social skills.

本研究的目的是估计儿童社交技能之间的纵向和互惠预测关系，通过调整常用的社交技能评定量表来衡量，以及他们的标准化学业成绩。在 2010-2011 年幼稚园班的幼儿纵向研究中，从幼儿园到五年级，至少每年对一个具有全国代表性的小学生样本进行评估（n= 7963）。结构方程模型用于测试教师评定的人际交往和自我控制技能以及儿童在标准化阅读、数学和科学成就测试中的分数的面板模型。在整个小学阶段，儿童的社交技能和成就之间的相互关系得到了支持，成就显示出对儿童随后的社交技能的更强和一致的影响模式。