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This study examined, in 3 cohorts (1990, 1998, and 2002) of elementary school children (M age=10 years), relations between social functioning and adjustment in different phases of the societal transition in China. Data were obtained from multiple sources. The results indicate that sociability-cooperation was associated with peer acceptance and teacher-rated competence, whereas aggression was associated with social and school difficulties in all 3 cohorts. The effect of different social contexts was reflected mainly in the relations between shyness-sensitivity and adjustment. Whereas shyness was associated with social and academic achievement in the 1990 cohort, the associations became weaker or nonsignificant in the 1998 cohort. Furthermore, shyness was associated with peer rejection, school problems, and depression in the 2002 cohort.
Chen et al. (Sat,) studied this question.