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The stages of establishing interaction between parents and children, which are important in the process of forming mutual understanding is considered in the article. The socio-psychological tools for studying the conditions of mutual understanding in parent-child relations in the conditions of reforming school education during the war are characterized. The study results of cognitive, emotional and behavioral components are analyzed and the hypotheses of these results are presented. It was found that in adolescents the emotional component is more intense than the motivational and cognitive one. The reason for that may be the adolescents age characteristics. According to the results of the study, an analysis of the main research lines of statistically significant interaction between the parents’ interest in a child's success and their ability to motivate their children to learn; between emotions which a child feels being with parents and the real amount of time spent communicating with them, etc. The results of the questionnaire show that parents communicate little with children, but the children themselves are not always ready to go on a frank conversation with their parents and tell them about school life or relationships with friends. The moderators on whom the above-mentioned relationships may depend on are defined, they may be: the child's age, the experience of parents, the parenting style, the involvement of parents in the school life of children, etc. The respondents who participated in the study (place of residence, age, class, gender, etc.) are characterized. The correlation analysis which shows the relationship between the studied components was conducted. It is determined that in order to improve the results of the educational process, it is necessary to establish mutual understanding in parent-child relations and support of adolescents from parents.
Olha Chystiak (Mon,) studied this question.