Interplay between physics self-efficacy, calculus transfer ability, and gender

Abstract

We present our initial work to develop an assessment of calculus proficiency in the context of introductory physics (i.e., calculus transfer to physics), including a comparison of calculus transfer ability with physics self-efficacy and how these attributes intersect with student gender. Although students demonstrated an improvement in their calculus transfer ability, most nevertheless displayed a decrease in their physics self-efficacy. Similarly, while women consistently exhibited lower physics self-efficacy than men, women demonstrated larger gains in their proficiency with calculus transfer to physics. We also discuss future work to better evaluate the interdependence of mathematics self-efficacy, physics self-efficacy, and ability to transfer calculus to physics.