The article presents the results of a comparative historical study of the role of institutional factors of education in the content of the social situation of the development of Soviet and modern primary school students. As an objective component of the social situation of the development of schoolchildren, the laws on education corresponding to the historical period regulating the relationship between family and school were considered. The parameters of the subjective component of the social situation of development were motivational preferences, self-esteem and the level of claims, anxiety of younger schoolchildren. It is shown that the modality of institutional factors has a significant impact both on the educational environment itself and on the child’s attitude to the new system of social relations for him.

The article presents data from a study of the characteristics of the motivational sphere in people with symptoms of post-traumatic stress disorder, obtained using a modified structured clinical diagnostic interview, the Impact of Event Scale questionnaire and the Heckhausen Thematic Apperception Test to study motivation. Among respondents with symptoms of posttraumatic stress disorder, the motivation of avoiding failures predominates; conscientiousness, honesty, justice and an orientation towards helping other people are important; restraint of emotions is noted with a predominance of a negative emotional background.