目的 探讨智能手机依赖在留守中学生社交技能与焦虑情绪间的调节作用。 方法 于2023年11月—2024年4月对江苏省6所中学1 522例学生开展横断面问卷调查，根据是否为留守中学生分为留守组550例（36.14%）和非留守组972例（63.86%）。采用社交技能提升系统量表中文版、儿童焦虑性情绪障碍筛查量表和智能手机依赖量表简版评估学生的社交技能、焦虑情绪和智能手机依赖，并比较两组评估结果的差异。采用潜在剖面分析识别留守组社交技能潜在类别，并采用层次线性回归和Johnson‑Neyman法分析智能手机依赖在社交技能与焦虑情绪关系中的调节作用。 结果 与非留守组比较，留守组智能手机依赖得分和焦虑情绪得分较高，社交技能得分较低（P<0.05）。SSIS‑RS‑C量表总分可负向预测SCARED量表总分（β=-0.305，P<0.05），SAS‑SV量表总分可正向预测SCARED量表总分（β=0.189，P<0.05），且SSIS‑RS‑C量表总分与SAS‑SV量表总分的交互项对SCARED量表总分有负向预测作用（β=-0.138，P<0.05）。采用潜在剖面分析，将留守组中学生社交技能分为良好、一般和匮乏3个潜在类别。在社交技能一般组和社交技能匮乏组中，当SAS‑SV量表总分分别高于24.37分和31.27分时，SSIS‑RS‑C量表总分与SCARED量表总分呈负向关联（分别B=-0.027、-0.030，均P<0.05），且随SAS‑SV量表总分升高而增强。 结论 智能手机依赖可调节留守中学生社交技能与焦虑情绪的关系，社交技能不足且智能手机依赖水平较高者的焦虑情绪更突出。

Objective To examine the moderating effect of smartphone addiction on the relationship between social skills and anxiety among left-behind secondary school students. Methods A cross-sectional questionnaire survey was conducted among 1 522 students from six secondary schools in Jiangsu Province between November 2023 and April 2024. According to left-behind status, students were classified into a left-behind group (n=550, 36.14%) and a non-left-behind group (n=972, 63.86%). Social skills, anxiety, and smartphone addiction were assessed using the Chinese version of the Social Skills Improvement System Rating Scales (SSIS-RS-C), the Screen for Child Anxiety Related Emotional Disorders (SCARED), and the Smartphone Addiction Scale-Short Version (SAS-SV), respectively, and differences between the two groups were compared. Latent profile analysis was used to identify latent profiles of social skills among left-behind students. Hierarchical linear regression and the Johnson-Neyman method were used to examine the moderating effect of smartphone addiction on the relationship between social skills and anxiety. Results Compared with the non-left-behind group, the left-behind group had higher scores for smartphone addiction and anxiety and lower scores for social skills (P<0.05). The total SSIS-RS-C score negatively predicted the total SCARED score (β=-0.305, P<0.05), whereas the total SAS-SV score positively predicted the total SCARED score (β=0.189, P<0.05). The interaction between the total SSIS-RS-C score and the total SAS-SV score negatively predicted the total SCARED score (β=-0.138, P<0.05). Latent profile analysis identified three profiles of social skills among left-behind students: good, average, and deficient. In the average and deficient profiles, when the total SAS-SV score exceeded 24.37 and 31.27, respectively, the total SSIS-RS-C score was negatively associated with the total SCARED score (B=-0.027 and -0.030, respectively; both P<0.05), and this negative association strengthened as the total SAS-SV score increased. Conclusions Smartphone addiction moderates the relationship between social skills and anxiety among left-behind secondary school students; anxiety is more pronounced in those with poorer social skills and higher levels of smartphone addiction.