Objective:

To analyze the relationship between self-esteem and academic performance in university students in the health field.

Materials and methods:

A quantitative study was conducted with a non-experimental design and descriptive-correlational scope. 302 students from an institution in southwestern Mexico were selected using simple random sampling with a 95% confidence level. Students enrolled in the August-December 2024 academic year participated voluntarily. Self-esteem was assessed using the Rosenberg Scale, and academic performance was assessed using the semester average recorded in the Kardex and a question about failing grades. Data collection was carried out digitally during institutional tutoring hours. Analysis was performed using SPSS, applying descriptive and inferential statistics.

Results:

The average performance score was 84.10 points, and 70% were within the "Good" and "Excellent" levels; however, 50.33% reported at least one failure. The mean self-esteem was 27.50 points, with a distribution of 38.08% high, 35.76% low, and 26.16% medium. A moderate positive correlation (r = 0.42) was found between self-esteem and performance, explaining 17.6% of its variability. The ANOVA showed significant differences between self-esteem levels and academic performance (F = 182.45, p < 0.001), and the t-test showed that students without failing grades had significantly higher self-esteem.

Conclusions:

Self-esteem is positively associated with academic performance; higher levels of self-esteem favor better results and lower failure rates.

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