Abstract: Social withdrawal is referred to the process in which individuals remove themselves from opportunities for social interactions, inhibit their participation in peer interactions, and frequently display solitary behaviors in social contexts (Rubin, Coplan, & Bowker, 2009), which is a common phenomenon in childhood and adolescence and becomes one of the research points in the field of children's social development. As one main dimension of social withdrawal, unsociability is characterized as the combination of low social approach motivation and low social avoidance motivation (Coplan et al., 2015). Although unsociable children may not be strongly averse to peer interaction, they are likely to engage in solitary activities (Coplan &Armer, 2007). Some studies showed the cultural difference of unsociability. Specifically, in western societies, unsociability is viewed as an expression of a personal choice or a self-oriented action (Coplan & Armer 2007). But Chinese society emphasizes collectivism and group affiliation (Greenfield, Suzuki, & Rothstein-Fisch, 2006), unsociability can be regarded as maladaptive in China (Chen, 2010), which may lead to different internalizing problems or peer difficulties (Chen, Wang, & Cao, 2011; Ding, Weeks, Liu, Sang, & Zhou, 2015; Ding et al., 2020; Sang et al., 2018). Also, in China, academic achievement is an important factor particularly valued in traditional Chinese culture and represented self-esteem (Liu, Bullock, & Coplan, 2014). Given the importance of academic performance in Chinese schools, children’s academic achievement may be the protective factor of children’s unsociability. Based on the existing studies examining the relation between unsociability and academic achievement with two-time points, there is a lack of discussion on the developmental trajectories of unsociability and academic achievement in children, which is important to explore through the parallel latent growth modeling with three-time points. The main purpose is to investigate the unsociability and academic achievement of children in the context of Chinese culture and the development of their interaction patterns. Research on this issue will provide us with a better understanding of the relation between unsociability and academic achievement.

Key words: unsociability, academic achievement, developmental trajectories, latent growth modeling

摘要： 采用同伴提名和教师评价对535名小学3~4年级儿童社交淡漠与学业成绩的发展进行了三次追踪研究，通过平行潜变量增长模型考察社交淡漠与学业成绩的发展轨迹及其相互作用模式。结果发现：（1）儿童社交淡漠和学业成绩在三年中较为稳定，三年中社交淡漠与学业成绩均呈负相关；（2）儿童学业成绩的初始水平可以负向预测社交淡漠的发展速度。该结果揭示学业成绩可能是儿童社交淡漠发展过程的重要保护因素，为儿童社会行为的健康发展提供了新的实证依据。

关键词: 社交淡漠, 学业成绩, 发展轨迹, 潜变量增长模型