Student gender modulates the intersection of calculus proficiency and calculus self-efficacy in an introductory electricity and magnetism course
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arXiv
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| Autores principales: | , , , |
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| Formato: | Preprint |
| Publicado: |
2024
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| _version_ | 1866913186549071872 |
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| author | Fischer, Christopher J. Delgado, Jennifer LeGresley, Sarah Changstrom, Jessy |
| author_facet | Fischer, Christopher J. Delgado, Jennifer LeGresley, Sarah Changstrom, Jessy |
| contents | We assessed changes in calculus proficiency and calculus self-efficacy in a second semester course of introductory physics focused on electricity and magnetism. While all students demonstrated an increase in calculus proficiency, including a possible improvement in calculus transfer to physics, women displayed larger gains than men. Conversely, men showed larger gains in calculus self-efficacy. When combined, these data suggest that student identity modulates the correlation between a student's calculus abilities and their perception or self-evaluation of those abilities. These data highlight a potential contributing factor to gender-related differences in physics self-efficacy as well as the complexity of addressing those differences. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2401_02506 |
| institution | arXiv |
| publishDate | 2024 |
| record_format | arxiv |
| spellingShingle | Student gender modulates the intersection of calculus proficiency and calculus self-efficacy in an introductory electricity and magnetism course Fischer, Christopher J. Delgado, Jennifer LeGresley, Sarah Changstrom, Jessy Physics Education We assessed changes in calculus proficiency and calculus self-efficacy in a second semester course of introductory physics focused on electricity and magnetism. While all students demonstrated an increase in calculus proficiency, including a possible improvement in calculus transfer to physics, women displayed larger gains than men. Conversely, men showed larger gains in calculus self-efficacy. When combined, these data suggest that student identity modulates the correlation between a student's calculus abilities and their perception or self-evaluation of those abilities. These data highlight a potential contributing factor to gender-related differences in physics self-efficacy as well as the complexity of addressing those differences. |
| title | Student gender modulates the intersection of calculus proficiency and calculus self-efficacy in an introductory electricity and magnetism course |
| topic | Physics Education |
| url | https://arxiv.org/abs/2401.02506 |