Sociable and prosocial dimensions of social competence in Chinese children: common and unique contributions to social, academic, and psychological adjustment.

A sample of 6th-grade children (N = 470), initially aged 12 years, in Shanghai, People's Republic of China, participated in this longitudinal study. Data on children's sociability and prosocial orientation were collected from peer assessments. Information on indexes of adjustment was obtained from multiple sources. The results indicated that sociable and prosocial functions were 2 overlapping, but distinct, dimensions of social competence and had common as well as unique contributions to the prediction of adjustment in specific areas. Whereas prosocial orientation was mainly predictive of social and school adjustment and externalizing problems, sociability uniquely contributed to the prediction of internalizing problems and emotional adjustment. Finally, prosocial orientation and sociability might moderate the development of adjustment difficulties.