摘要：The aim of this study was to differentiate students with high and low social isolationfrom each other，based on the components of social intelligence,bullying andacademic well-being. The method of this study was causal-comparative. Thestatistical population consisted of all male and female students enrolled in Tabrizeity secondary schools in the 2019-2020 academic years and according to Krejcieand Morgan table,365 students were selected by cluster random sampling method.For data collection the Tromso social intelligence scale (2001), the Illinois bullyingscale (2001), academic well-being Tuominen-Soini et al Questionnaire (2012) andsocial isolation Modarresi Yazdi Questionnaire (2014) were used. Data wereanalyzed using sPss-22 software and diagnostic analysis test. The findings ofdiagnostic analysis led to a significant diagnostic function according to which thecomponent of burnout compared to school and victimhood had the highest power ofdifferentiation (p <0.01). The next components that differentiated the groups werethe components of academic satisfaction, school value,integration with school work,bullying,conflict, social awareness and social information processing, respectively.The results of diagnostic analysis also showed that the majority of students with low social isolation with the highest percentage of diagnosis (91.7%) were correctlydistinguished from other students and 88.5% of the two groups were correctlyreclassified according to the obtained function. The results of this reclassificationindicated the ability of the mentioned variables in differentiating between studentswith high and low social isolation.
