The main purpose of this research was to verify the relationship between problematic, ie. prosocial behavior and executive functions, empathy, anxiety and problematic personality traits. Participants were 30 children from SOS Children's Village Ladimirevci and their SOS Mothers respectivly. To measure the executive functions Go/No go Task, Day/Night Stroop Task (children < 9 yo), ie. Color Stroop Task (children ≥ 9 yo), Dot Probe Task, Balloon Analogue Risk Task, and Hungry Donkey were used, and verbal fluency and emotion recognition skill was measured. (Self)assessments were collected form SOS Mothers and children ≥ 9 yo, and the used instruments were: Empaty Questionnaire – children and guardian version, Spence Children Anxiety Scale – children and guardian version, Preschool Anxiety Scale, The Child Problematic Trait Inventory, Youth Psychopatic Traits Inventory (children ≥ 9 yo), The Strenghts and Difficulties Questionnaire – children and guardian version and Social Competence Inventory. The results confirmed a negative relationship between problematic behavior and executive functions and empathy, and a positive relationship between prosocial behavior and executive functions and empathy. A positive relationship between anxiety and problematic behavior and a negative relationship between anxiety and prosocial behavior was found. Apart from that, a positive relationship between problematic behavior and problematic traits and a negative relationship between problematic behavior and prosocial behavior was found. The hypothesis that the best predictor of problematic, ie. prosocial behavior would be executive functions was rejected as the results implied that that best predictor of problematic, ie. prosocial behavior were problematic personality traits, ie. their absence.