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We assessed changes in calculus proficiency and calculus self-efficacy in asecond semester course of introductory physics focused on electricity andmagnetism. While all students demonstrated an increase in calculus proficiency,including a possible improvement in calculus transfer to physics, womendisplayed larger gains than men. Conversely, men showed larger gains incalculus self-efficacy. When combined, these data suggest that student identitymodulates the correlation between a student's calculus abilities and theirperception or self-evaluation of those abilities. These data highlight apotential contributing factor to gender-related differences in physicsself-efficacy as well as the complexity of addressing those differences.

Student gender modulates the intersection of calculus proficiency and calculus self-efficacy in an introductory electricity and magnetism course