The effect of self-esteem levels on academic motivation in adolescents who exercise and do not exerci̇se

The aim of this study was to examine the relationship between the self-esteem and academic motivation of adolescents who exercise and those who do not. The relationship between the variables was identified, and the direction of the relationship was determined. This study also aimed to determine whether self-esteem and academic motivation levels differed according to demographic variables. The sample of the study consisted of 196 children aged 12-14, both those who exercised and those who did not. In this research, a Sociodemographic Form, the Coopersmith Self-Esteem Scale, and the Academic Motivation Scale were administered to children aged 12-14. The scales were applied by the researcher. SPSS 25 software was used for data analysis. The normal distribution of the data obtained from students aged 12-14 who exercised and did not exercise was assessed using the Normality Test. It was determined that the data were normally distributed, and parametric tests such as the t-test and One-Way ANOVA test were used. Frequency Analysis was conducted to examine the distribution of demographic variables within the sample. The chi-square test was used to compare academic performance based on exercise habits. The correlation analysis between academic motivation and self-esteem was determined by Pearson's Product-Moment Correlation. Based on the findings and results of the study, it was observed that individuals with high self-esteem, whether they exercised or not, had higher academic success. It was also found that among those who exercised, feelings of achievement and the development of work discipline were positively correlated with academic motivation. Additionally, academic motivation levels are important for each age group. Academic motivation also has a psychological impact on individuals. Students who strive for success to prove themselves to their surroundings are mentally affected by the situation. The results of the study indicate that whether or not individuals engage in sports affects their self-esteem and academic motivation. In general, individuals who exercise tend to have higher levels of academic motivation and self-esteem. However, the findings of the study show that the type of sport, the duration of the activity, and financial conditions do not directly affect self-esteem and academic motivation.