Parent-child interaction plays a fundamental role in shaping a person's personality, both in childhood and later in life. Through daily contact with their child, parents help them regulate affective relationships with the outside world and stabilize affective processes. Consequently, disruptions in parent-child relationships can lead to disruptions in the child's mental development [Ajgumova 2019: 424].

The most sensitive to the impact of family dysfunction are the child's fundamental personality structures — self-concept, self-image, and self-esteem. While we argue that the full satisfaction of a child's needs depends on parental figures, their self-concept is invariably linked to the attitudes of both parents toward the child and the child toward parents [Bashirova 2021: 61].

Our analysis of the influence of parenting style on a child's personality is based on the scientific and theoretical principles and approaches to studying this problem presented in the works of A. N. Leont'ev, K. K. Platonov, S. L. Rubinshtejn, and other Russian psychologists. Parent-child relationships have been described by scholars such as A. A. Bodalev, L. I. Bozhovich, I. V. Dubrovina, M. I. Lisina.

In formulating the research hypothesis, we assumed a connection between the characteristics of parent-child relationships and the personal qualities of primary school children [Kulagina 2021: 291]. The more frequently parents demonstrate emotional acceptance, cooperation, support for their child's autonomy, and relationship satisfaction, the more strongly primary school children will develop such personal qualities as sociability, verbal intelligence, self-control, responsibility, and a tendency toward self-affirmation [Vygotskij 2021: 160].

In our study, we used the following methods: the Multifactor Personality Inventory (R. B. Kettell) and the Parent-Child Interaction Questionnaire (I. M. Markovskaya). To confirm or refute the hypothesis, we statistically processed the data using the nonparametric Mann-Whitney U test and the Spearman correlation coefficient. Mathematical data processing was performed using the SPSS Statistics 25 statistical analysis software.

The study was conducted at Secondary School No. 3 in Novyj Oskol. A total of 150 participants participated: 50 elementary school students, 50 mothers, and 50 fathers.

First of all, we studied the characteristics of parent-child interactions with primary school students using the methodology I. M. Markovskaya (Figure 1).

Fig. 1. Indicators of parent-child interactions with primary school students (average, Mmax=25)

According to the methodology results, «Lack of Cooperation-Cooperation» is the most pronounced indicator across the entire sample (14.95). This is followed by the «Emotional Distance-Closeness» scale (14.69). These indicators are moderately pronounced. The results indicate that parents shape their relationship with Rowanberry in terms of cooperation and emotional closeness based on the situation, well-being, and mood of both the child and the parents themselves. For example, if a child doesn't want to go to music lessons today because they're tired, the parent takes their condition into account and allows them to rest.

The next stage of the study was to the personal characteristics of primary school students, which we studied using the Multifactor Personality Inventory (MPI) questionnaire (R. B. Kettell) (Figure 2).

Fig. 2. Indicators of personal qualities of primary school students (average, Mmax=10)

High levels of expression were found for the «Responsibility» (4.58) and «Sociability» (4.48) indicators. This sample also has a moderate level of expression (considering the maximum score is 10).

The results of the second method demonstrate that the format of structuring the child's educational influences around responsibility and sociability plays a key role compared to other indicators. Using this indicator, we can conclude that the child needs communication with his parents. For example, the child can express their honest opinions about their family without fear of judgment or punishment.

The directionality of the relationship between parent-child interaction characteristics and the personal qualities of primary school students was revealed through statistical data processing. Spearman's rank correlation coefficient was used (Table 1).

Table 1

Linear correlation coefficients of the relationship between the characteristics of parent-child interaction and personal qualities of primary school students

*p = 0,05, **p = 0,01

Using mathematical statistics, we identified the following patterns and relationships across several distinct indicators. Parental lack of demandingness correlates positively with self-affirmation (r = 0.512, p < 0.01) and risk-taking (r = 0.501, p < 0.01). This finding suggests that children display greater initiative and independence under conditions of insufficient control and boundaries.

«Autonomy-Control» — giving children greater autonomy—is associated with self-affirmation (r = 0.384, p <0.01) and risk-taking (r = 0.400, p <0.01). However, positive correlations with anxiety (r = 0.394, p < 0.01) and nervous tension (r = 0.414, p < 0.01) were also found in this case. It turns out that excessive independence leads to increased anxiety and stress in young schoolchildren.

«Emotional closeness» in relationships with parents is positively correlated with sociability (r = 0.314, p <0.01) and responsibility (r = 0.308, p <0.01), confirming the importance of emotional connection in developing social skills and a sense of duty.

Parental «anxiety» for their child is positively correlated with sensitivity (r = 0.369, p < 0.01), anxiety (r = 0.321, p < 0.05), and nervous tension (r = 0.101, p < 0.05) in children.

«Educational confrontation» was positively associated with self-confidence (r = 0.428, p <0.05), sensitivity (r = 0.146, p <0.05), anxiety (r = 0.369, p <0.01), and nervous tension (r = 0.288, p <0.01). These results indicate an ambiguous impact of conflict situations on personality development.

In summary, our hypothesis was confirmed. A link exists between the characteristics of parent-child interactions and the personal qualities of young schoolchildren. Specifically, the more frequently parents demonstrate emotional acceptance, cooperation, support for the child's autonomy, and relationship satisfaction in their interactions with young schoolchildren, the more these young schoolchildren will develop personal qualities such as sociability, verbal intelligence, self-control, responsibility, and self-assertion.

References:

1. Ajgumova, Z.I. (2019). Psihologiya detej mladshego shkol'nogo vozrasta: uchebnik i praktikum. Moscow: YUrajt, 424 p. (In Russian).
2. Bashirova, M.A. (2021). Zakonomernosti i osobennosti razvitiya lichnosti mladshego shkol'nika / M. A. Bashirova, A. N. SHilhanova, G. G. Rabadanov // Obrazovanie i parvo, 12, 63 p. (In Russian).
3. Kulagina, I.YU. (2021). Psihologiya detej mladshego shkol'nogo vozrasta: uchebnik i praktikum dlya srednego professional'nogo obrazovaniya. Moscow: YUrajt, 291 p. (In Russian).
4. Vygotskij, L. S. (2021). Voprosy detskoj psihologii. Moscow: YUrajt, 160 p. (In Russian).