The relationship between mathematical self-efficacy, gender and mathematics achievement among first-year vocational undergraduate students

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.