We examined the role of six psychosocial factors (PSFs) in explaining gender gaps in English Composition (n = 8,633) and College Algebra (n = 2,261) using data of first-year female (55%) and male students from 42 colleges. Using a multilevel model and controlling for prior achievement, we found that PSFs mediated between 3% and 41% of the gender gap in English Composition, but only one PSF ("Academic Discipline"), helped explain the gender gap in College Algebra. Gender gaps significantly narrowed when students were more motivated to turn in homework assignments in a timely and consistent manner, meet deadlines, and obtain satisfactory academic achievement. These findings may help stakeholders prepare students for success in these foundational college courses.