When learners perceive they cannot master what they are trying to learn, they should seek assistance from others who can help them; however, an increasing number of undergraduates are unable to seek help effectively (Kun, Jyh, & Chin, 2013). Self-efficacy has a significant influence on whether individuals are able to deal with a difficult situation. For example, learners with high self-efficacy know whom to ask for help to attain better academic performance (Meera & Dustin, 2013). Professional commitment, which refers to one's attitude towards one's profession (Lian, Yang, & Wu, 2005), is an important determinant of whether or not students actively learn. It acts as a positive emotion and attitude that has a significant correlation with academic self-efficacy (Meera & Dustin, 2013). Gender also has a significant influence on academic self-efficacy and help-seeking (Drago, Rheinheimer, & Detweiler, 2018). The theory of gender roles proposes that female social behavior is based on interpersonal relationships, and thus, it is plausible to assume that the association between academic self-efficacy and help-seeking may be stronger among women than men (Addis & Mahalik, 2003); however, there is a gap in the research literature about the moderating role of gender on their association. As a result, the authors expected gender to play a moderating role in the association between academic self-efficacy and academic help-seeking. Five hundred fifty-nine university students in China responded to the survey used in this study. The participants completed a battery of scales, including an 8-item Academic Self-efficacy Survey. As predicted, executive help-seeking and avoidance of help-seeking were negatively correlated with academic self-efficacy and professional commitment, whereas instrumental help-seeking was positively correlated with both of these variables; however, gender was not significantly correlated with any of the other variables, so it was not implicated in the links among them.