The results of the study of the features of educational influences used by parents and teachers in interactions with high school students are presented. Based on the analysis of the features of prescriptions and argumentation outlined in the works of V. K. Vilyunas as part of educational influences, a questionnaire was developed to identify the structural and content features of interactions between adults and children. The questionnaire was used in a study conducted among schoolchildren in grades 9–11. The hypothesis was confirmed that there are differences both in the structural organization of educational influences and in their content, which parents (fathers and mothers) and teachers (“typical” and “beloved”) prefer to use in interactions with boys and girls.