La presente investigación tiene por objetivo asociar el autoconcepto académico con el rendimiento académico en estudiantes universitarios chilenos físicamente activos e inactivos. Estudio transversal que evaluó a 1383 estudiantes de una universidad privada, utilizando la escala de autoconcepto académico (EAA), el registro de notas para obtener el rendimiento académico y la práctica de actividad física por medio de una pregunta dicotómica. Se realizaron correlaciones bivariadas entre la EAA, dimensión de autoeficacia académica (AEA) y dimensión de rendimiento percibido (RP) con el rendimiento académico a través de la correlación de Spearman y asociaciones por medio de Chi-Cuadrado de Pearson, diferenciando los resultados obtenidos entre el total de la muestra, los estudiantes físicamente activos (EFA) y estudiantes físicamente inactivos (EFI). Los principales resultados indican correlación directa y asociación significativa (p valor < .01) entre la EAA y sus dimensiones AEA y RP con el rendimiento académico en el total de la muestra, mientras que al diferenciar en EFA y EFI, ambos grupos presentan correlación y asociación entre la EAA y el rendimiento académico, lo que manifiesta que la práctica de actividad física no resulta ser una variable que altere los resultados de la muestra total. En conclusión, a mayor autoconcepto académico mejor es el rendimiento académico en estudiantes universitarios, independientemente a la práctica de actividad física.  Abstract. The aim of this research is to associate academic self-concept with academic achievement of physically active and inactive Chilean university students. The study is cross-sectional and evaluated 1383 students from a private university, using the academic self-concept scale (ASCS), the record of grades to obtain academic performance and a dichotomous question about physical activity practice. Bivariate correlations were made between the ASCS, academic self-efficacy dimension (ASE) and perceived performance dimension (PP) with the academic achievement through Spearman's correlation and associations through Pearson's Chi-Square, differentiating the results obtained between the total sample, physically active students (PHAS) and physically inactive students (PHIS). The main results indicate a direct correlation and significant association (p value <.01) between ASCS and its ASE and PP dimensions with academic performance in the total sample, while when differentiating on PHAS and PHIS, both groups show correlation and association between ASCS and academic performance; this shows that the practice of physical activity does not turn out to be a variable that alters the results of the total sample. In conclusion, when students present a greater academic self-concept it is evident that they have better academic performance, regardless of the practice of physical activity.

The aim of this research is to associate academic self-concept with the educational level of the parents and previous experiences of students in higher education. It is a cross-sectional study that evaluated 1093 students from a private university in Chile. The instruments used were the academic self-concept scale (ASCS), the variables of educational level of the parents and students previous experience in higher education. Bivariate correlations were made using the Spearman coefficient, associations using Pearson’s Chi-Square, and mean difference using the Mann-Whitney U between ASCS with the parents’ educational level and previous experience in higher education. The outcomes indicate correlation, association and mean difference (p < .05) between the ASCS and the educational level of the mother when she has university studies, as well as with the existence of previous experiences in higher education, being the father’s educational level of no significant impact. In conclusion, academic self-concept is greater when students have a mother with university studies and when they have previous experiences in higher education.

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