There is a hypothesis postulating a connection between social skills and writing and mathematics performance, as well as conversational abilities and social confidence being related to academic performance, for girls, whereas assertiveness is more associated with performance in boys. This study assessed 196 primary school children, 8 to 10 year-old, boys and girls in two schools in Sao Paulo State, Brazil. Participants completed the Test of Social Skills for Primary School Children (THAS-C ) and the Test of Writing, Reading, and Mathematics Performance . Generally, associations found in literature between school performance and social skills were confirmed in this study using THAS-C, indicating a validity evidence for the test, as the relations expected for the construct assessed by the test were kept within the measure (convergent assessment). Results showed the need for more information concerning social skills of learning disabled children, as specific difficulties in writing, reading and mathematics are related to some kinds of behaviors, as well as to gender differences.
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