The Future of Education
Not Anxious or Confident: A Framework of Why Mathematics Apathy is a Barrier for Learning
Jamie Ben Smith, University of Lincoln (United Kingdom)
Abstract
Abstract
Mathematics anxiety has been widely studied as a barrier to learning, yet mathematics apathy, characterised by low perceived value and low perceived control, remains underexplored despite its significant impact on student engagement and achievement. This paper introduces a theoretical framework situating apathy within control‑value theory [1] of achievement emotions and alongside social cognitive theory [2]. Drawing on longitudinal survey data from over 1,200 UK secondary students, the study traces how mathematics apathy develops over time.
Keywords: Mathematics apathy; Mathematics anxiety; Avoidance behaviours; Control‑value theory; Teacher resilience; Professional learning; Student Mentality
References:
[1] Pekrun, R., “The Control-Value Theory of Achievement Emotions: Assumptions, corollaries, and Implications for Educational Research and Practice”, Educational Psychology Review, 2006, 18(4), 315–341. https://doi.org/10.1007/s10648-006-9029-9
[2] Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall, Inc.
