The primary goal of this study was to examine the short‐term longitudinal associations between unsociability, shyness, and indices of adjustment among Chinese children. Participants were 787 children (ages 10–14 years) in an urban area in China. Assessments of unsociability, shyness, and adjustment were obtained from multiple sources, including peer nominations, self‐reports, and school records. Results indicated that while controlling for the effects of shyness, unsociability was associated with socioemotional and school difficulties. In particular, unsociability appeared to act as a risk factor for later peer problems and internalizing difficulties across the school year. Some gender differences were also observed in the longitudinal associations between unsociability and indices of adjustment. Results are discussed in terms of the meaning and implication of unsociability in Chinese culture.