The present study had two main goals: (a) to explore the dimensionality of social competence in portuguese students, and (b) to adapt an assessment tool of student social behaviors, useful for research and intervention in the school context- the SSRS (Gresham & Elliott, (1990). To achieve this, we examined the reliability, and the structural configuration of the SSRS' (Teacher form) constructs, in a sample of 342 3rd and 6th grade students, focusing on whether the responses of Portuguese students reflected the posited multidimensional pattern. Results strongly supported a multifaceted view of social skills, and were compatible with previous empirical findings.
social competence dimensions; Social Skills Rating System; portuguese children
