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. The study of authoritarian personality formation factors is becoming increasingly important in connection with the need to assess the efficacy of democratisation and humanisation of the socio-cultural environment. Despite the fact that the dominant trend in modern education is the striving to maximise the resource domain for due realisation of the individual, the authoritarian type of management is quite frequent, continuing to develop in many spheres of social relations. Materials and methods. The authors, in the course of the empirical research, explore the authoritarian personality potential in respondents representing different learning models, by measuring pronouncement of traits characteristic of the authoritarian syndrome, assessing the disposition towards choosing the authoritarian regime as a way to get protected against danger, along with the levels of manifestation of three types of authoritarianism: interpersonal, organisational and socio-political. The designated parametric characteristics are surveyed in respondents with the use of a set of standardised valid diagnostic methods: T. Adorno’s questionnaire “The Authoritarian Personality (F-scale)” (adapted by Denisova); Altemeyer’s questionnaire “Right-Wing Authoritarianism” (RWA) (adapted by Dyakonova); Dakkit’s questionnaire “Faith in a Dangerous World” (adapted by Gulevich, Anikeenok, Bezmenova); Bayazitov’s and Alishev’s questionnaire “The Authoritarian Stereotype”. Results. Following the comparative analysis of the empirical data obtained in the course of the study, a connection was established between the extent of individual’s authoritativeness and the specificity of learning models. It was found out during the analysis of the obtained data, that the level of right-wing authoritarianism measured according to Altemeyer’s method was higher in the elder learners group than in the younger group (the younger group – 15.24 points, the older group – 19.12 points). The level of authoritarianism in the group of older respondents turned out to be statistically much higher according to the consolidated figures under the “Authoritarian stereotype” methodology by Bayazitov and Alishev (the younger group – 4.10 points, the elder group – 4.55 points). Conclusions. The philosophical and ideological platform of educational models influences the process of formation of the authoritarian personality. The influence of the philosophical and ideological platform on the personality may be corrected only through extension of individual resources for comprehending the global sociocultural situation and one’s place in it. The progress in this domain may be facilitated by increasing the credibility of fundamental disciplines, philosophy in the first place, and by the introduction of psychological competence courses in schools for schoolchildren, their parents and teaching staff.

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Formation of authoritarian personality within the framework of educational models involving soviet and post-soviet philosophical and ideological specifics