Study consists of two parts, theoretical and the research one. The theoretical part is mainly devoted to the achievement motivation and its development. We consider for the theoretical starting point Heckhausen and Rheinberg{\crq}s Extended Model Achievement Motivation which comprises of level aspiration, attribution and reference norm. Influence of the reference norms of teachers (N = 20) on the variables of achievement motivation of their pupils (N = 405). It concerns of the following variables {--} Hope of Success (HS), Passive Fear of Failure (PFF) and Active Fear of Failure (AFF). It was revealed that students of their teachers with preference of individual reference norm will be different from the students of teachers with predominance of social reference norm in the above mentioned motivational characteristics (HS, PFF). No significant diferences were revealed in the variable Active Fear of Failure. It is valid in the sum score and for the school and sport activities. Our results are in line of the international research in this field . Results may be sample specific and should not be generalized.

A partir de l'étude des décisions du Conseil constitutionnel, la recherche porte sur l'exercice d'une technique particulière d'interprétation des normes de référence par le juge constitutionnel. De ces interprétations spécifiques résulte l'élaboration, par le juge, des normes de concrétisation. Les normes de concrétisation sont fondées expressément sur les normes de référence du contrôle de constitutionnalité et des lois et en constituent un mode d'emploi. Elles forment des normes juridiques infra-constitutionnelles dont certaines s'imposent au législateur et d'autres s'imposent au juge constitutionnel lui-même. En effet, une première catégorie indique au législateur les critères qu'il doit respecter pour que les dispositions législatives qu'il adopte soient conformes aux normes de référence. Une seconde catégorie établit des méthodes que le juge constitutionnel va utiliser dans le cadre du contrôle de constitutionnalité des lois. Ces règles nouvelles concrétisent les normes de référence à deux niveaux. D'abord, elles précisent leur contenu. Ensuite, elles facilitent leur application. Les normes de concrétisation sont alors un outil jurisprudentiel qui constitue une règle de droit. Par ces différentes caractéristiques, elles permettent au juge à la fois d'élargir ses compétences et de stabiliser sa jurisprudence. / Based on the analysis of the French Constitutional Council case law, this research studies a specific technique which the constitutional judge uses when interpreting reference norms. Doing so, the constitutional judge creates concretization norms. Concretization norms are built on reference norms of the constitutional law review, and can be viewed as a user manual of these norms. They are infra-constitutional norms. Some of them are binding to the legislator while other command the constitutional judge itself. Indeed, one category establishes the criteria the legislator must follow in order to pass laws in compliance with the Constitution. A second category establishes methods which the constitutional judge will use when proceeding to the constitutional law review. These news rules are a concretization of reference norms on two levels. First, they specify the content of these norms. Second, they facilitate their application. Hence, concretization norms are a judicial tool and a legal norm. Through all these characteristics, concretization norms are used by the constitutional judge in order to extend its jurisdiction but also to stabilize its case law.

In the following thesis we studied the development of performance motivation of pupils and its possible mutual connection with external evaluation according to relation norms. In the theoretical part we deal with scientific solutions of terms as performance motivation and relation norm. Mainly we concentrate on the analysis of the so called process model of performance motivation and on the analysis of types of relation norms. We also investigate in detail the issues of genesis of fear and anxiety of individuals during performance activities. We also occupy ourselves with the issues of causal attributions and different perspectives of term range of internal and external motivation. Subsequently, we made causal links between theoretical solutions and school performance. In this part we refer in particular to works of Heckhausen and Rheinberg. In the practical part we present a research, which is focused on the search for links between the use of individual relation norms in pedagogical situations of a teaching lesson and the development of performance motivation of pupils. In the research we took advantage of combination of quantitative and qualitative investigation. Triangulation of these methods helped us to understand better the contemporary school reality and to obtain relatively clear and...