Purpose – This study aims to explore the relationship between gender, mathematics achievement and mathematical self-efficacy among vocational college students. Design/methodology/approach – This study involves 189 first-year vocational undergraduate students from Sichuan Polytechnic University, including 151 male students and 38 female students. A questionnaire survey was conducted to collect data on mathematical self-efficacy, mathematics anxiety and related factors. Statistical analyses were performed to examine differences across gender and achievement groups. Findings – The results indicate that both gender and mathematics achievement significantly associated with mathematical self-efficacy. Female students reported higher levels of test anxiety, homework confidence, performance concerns and classroom interaction anxiety compared to male students, exhibiting greater anxiety and self-doubt. Additionally, students in the high-achievement group demonstrated higher mathematical confidence and lower anxiety, whereas those in the low-achievement group experienced stronger anxiety and lower mathematical self-identity. And there are no significant gender differences in mathematics achievement. Research limitations/implications – The study’s limitations include a relative homogeneous sample and the lack of control over other potential influencing variables, and the data were collected through self-reported questionnaires, which may be subject to social desirability bias and potential over- or underestimation of students’ actual abilities. Originality/value – Overall, the findings highlight the combined effects of gender and mathematics achievement on mathematical self-efficacy, offering implications for instructional strategies aimed at enhancing student’ confidence and mathematics learning experiences. © 2025 Emerald Publishing Limited
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