  The observed performance difference between women and men on assessments in
physics---the "gender gap"---is a significant and persistent inequity which has
broad implications for the participation of women in physics. Research also
shows that gender-based inequities extend to affective measures, such as
self-efficacy. In this exploratory study, we report on gender disparities in
self-efficacy and test anxiety and their relationship to assessment scores in
our active-learning introductory physics course. Overall, gender-based
differences in favour of men are observed in all our measures, with women
having lower scores on measures associated with success (self-efficacy and
assessment scores) and a higher score on a possibly detrimental affective
factor (test anxiety). Using a multiple regression model-selection process to
explore which measures may explain end-of-course Force Concept Inventory (FCI)
and final exam scores, we find that the best fitting models include FCI pretest
and self-efficacy as predictors, but do not include test anxiety.
