Abstract
This paper reviews recent research that has questioned the efficacy of using what has been defined as ‘policy with regards to student motivation’ to enhance retention and achievement among vocational students. This research examined the contradictions between GNVQ and AVCE policy and the student perceptions of these courses at two schools and a college in the south east of England. It identified a conceptual framework for estimating Advanced GNVQ and AVCE students' expectancies, values and self‐regulated learning and demonstrated the value of using psychological theory and methodology to test policy assumptions regarding the motivation of students. The research identified tensions between the vocational policy discourse and end‐users perceptions and may provide important lessons for policymakers who appear to be adopting the same approach to policy with regards to student motivation in the rhetoric, design and function of the Level 3 Diploma.
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