The article presents a comparative analysis of the impact of various factors on perception of social tension by residents of Russia and Kazakhstan. Using the author’s questionnaire, two types of factors were identified. The difference in the factors influencing the perception of social tension is associated with a number of changes taking place in social society, as well as phenomena that cause tension and negative attitudes among residents of individual states. Common factors for residents living in the territories of different states (the Russian Federation and Kazakhstan) are acceptance of others and control. Statistically significant differences between the age category as a whole and individual psychological characteristics and categories of perception of social tension were revealed, among them: interest in life and psycho-emotional category and age group (p = 0,040); general resilience — the contradiction between changes and resistance to them (p = 0,024); interest in life — a decrease in the standard of living (p = 0,043). The results obtained form the basis for further quantitative research on this issue in the field of social tension.

The article reviews the views of various authors on the relationship between anxiety and self-awareness in ontogeny. An interpretation of the influence of the features of the development of self-consciousness on the level of anxiety in children from the standpoint of culturalhistorical psychology is proposed.

The article addresses the issue of coping behavior and coping strategies of students at a pedagogical university. Models of coping with stress, coping tasks, coping strategies, and personal coping resources are defined. The main approaches to the study of coping behavior, classifications of coping behavior in the interpretation of domestic and foreign researchers are highlighted. The connection between the coping strategies of pedagogical university students and their value orientations, readiness for pedagogical activity, neuropsychological characteristics, self-attitude, and defensive mechanisms of the personality is traced. Empirically, the adaptive and maladaptive coping strategies inherent to students of a pedagogical university, their situational and personal anxiety, as well as the relationship between anxiety and the prevailing coping strategies of future special education teachers are revealed.

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 problem of increasing the level of aggression and anxiety in adolescents is considered. The methodological and methodological basis of the work was: a scale of personal anxiety of students aged 10–16 (A. M. Prikhozhan), a methodology for assessing the level of aggression of Bass — Perry (adaptation by S. N. Enikolopov, N. P. Tsibulsky), Toronto alexithymic scale, semi-projective Wagner hand test technique. The techniques were used to carry out complex diagnostics and control the results of the correctional program “Face of Aggression”. The participants of the study in the amount of 26 people (two training groups) had a statistically significant decrease in anger after undergoing the “Face of Aggression” program.

The article discusses the features of school anxiety of modern children aged 8–9 years, provides the results of the analysis of indicators for individual factors of school anxiety. The relationship between the features of the manifestation of school anxiety and the level of educational motivation of younger schoolchildren was found.

The article describes the results of a study of students’ ideas about whether the coronavirus pandemic is a difficult life situation for them. The authors present the results of a study of the level of situational and personal anxiety experienced by students in a difficult life situation, as well as the preferred strategies for overcoming life’s difficulties. It was found out that most of the participants named self-determination, personal relationships and workload as the most pressing problems. The coronavirus pandemic was noted as an urgent problem only by a few people out of the total number of respondents, which allows us to conclude that students do not consider it as a difficult life situation.

Interaction between anxiety level and specific motivation of senior schoolchildren is considered in the article. The reasons for school anxiety emergence are analyzed: social atmosphere at home and in class, expectation from parents and teachers, fear of low grades. Learning motivation, aspiration for success may decrease because of anxiety which leads to school success deterioration.

The article discusses the features оf schооl anxiety in yоunger schооlchildren with ASD, visual and hearing impairments in the educatiоnal prоcess. The relevance оf the study is determined by the fact that it is much mоre difficult fоr children with disabilities tо adapt tо schооl than fоr children in the nоrm grоup. Fоr them, it is necessary tо draw up individual training prоgrams, which shоuld be based оn empirical studies оf the characteristics оf children with different grоups оf diseases, which are nоt sufficient tоday. As a result оf the study, we identified a trend reflecting the existence оf differences in indicatоrs оf schооl anxiety between primary schооlchildren with ASD, with hearing and visual impairments. Experiencing sоcial stress, lоw resistance tо stress at the physiоlоgical level, and difficulties in relatiоnships with оther peоple are mоst prоnоunced in first-graders with ASD cоmpared tо first-graders with hearing and visual impairments. Fear оf testing knоwledge and self-expressiоn is mоst prоnоunced amоng first-graders with visual impairments cоmpared tо first-graders with ASD оr hearing impairments. Frоm the results оbtained, it can be assumed that children with disabilities need a differential apprоach tо adaptatiоn, taking intо accоunt the nоsоlоgy оf the disоrder.