INFLUENCE OF INFORMAL EDUCATION ON THE TEENAGE RELATIONSHIP WITH PARENTS

Abstract

The purpose of the article is to present the results of an empirical study of the impact of informational education on the relationship between teenagers and their parents. The selection of the study consisted of 203 teenagers, three groups of subjects were distinguished: teenagers who study in the accredited comprehensive institutions with distant learning conditions. In this case, 100% of the respondents in this category have extracurricular activities, sections or even work (children participating in performances, surveys, etc.), only 60 people; teenagers who receive traditional education, as well as studying informally – 77 people; teenagers who receive only traditional education – 66 respondents. Thus, based on the theoretical results, suitable valid methods were selected: the test of emotional intelligence of Lucin, the test “Tree” (Pip Wilson), Holland’s questionnaire of professional self-determination, the Plutchik Kellermann Conte’s LSI (Life Style Index) for diagnosing mechanisms of psychological protection, “Behavior of parents and the attitude of teenagers to them” (PRO, E. Shafer), method of diagnostics of J. Rother’s subjective control (in adaptation by E. Bazhin, S. Golynkina, A. Etkind (RSK).The empirical study conducted by us shows that parents of teenagers with distance learning have a positive interest in behavior, a high level of autonomy and almost no policy, in the group with traditional education dominance of policy, sufficient level of positive interest and autonomy. Also, distance education contributes to a greater psychological maturity of protective mechanisms and the professional self-identification of teenagers. Informational and traditional education doesn’t contribute to professional self-determination and, to a lesser extent, affects the development of emotional intelligence and maturity.