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 sign i ficant positive relationships between school achievement and social leadership,f rustration toleration, assertive social skills and positive peer nomination scor e of elementary school pupils and high school students in simultaneous tests, an d there were negative relationships between school achievement and aggressive le a rning problem behaviors, maladjustments in elementary school pupils and high sch ool students, and negative peer nomination scores in elementary school pupils. T he multivariable cross lagged regression showed that social leadership, aggress iv e learning problem behaviors, frustration toleration, learning muladjustment, as sertive social skills and positive and negative peer nomination scores could sig ni ficantly predict school achievement 21 months later for elementary school pup ils, however, for high school students, this prediction can only be made in aggr essive learning problem behavior and frustration toleration. There were no simu ltaneous relationship as well as prediction relationship between shy inhibition and anxiety depression and school achievement of children and adolescents.

Key words: cross legged regression, school adjustment, sc hool achievement