BACKGROUND: The academic performance of students is influenced by several factors, such as academic motivation, self-directed learning, their mindset, and view of themselves. AIM: This study aimed to assess the impact of academic motivation (AM) on self-esteem (SE) among Saudi Arabian undergraduate dental students. METHODOLOGY: A descriptive cross-sectional study was conducted among undergraduate dental students in Riyadh, Saudi Arabia. Data were collected through online survey form using pre-validated questionnaires, which included the Academic Motivation Scale (AMS) and Rosenberg Self-Esteem Scale (RSES). RESULT: A total of 240 study participants were approached to participate in this research. Out of them, 161 undergraduate dental students agreed to participate, with a response rate of 67.08%, and out of those, 78.90% reported moderate levels of AM, and 52.20% exhibited low SE. AM was significantly associated with the academic year (p = 0.001) and parental education level (p = 0.006)
however, no significant relationship was observed between AM and SE (p = 0.294). Additionally, demographic and personality traits showed varying levels of influence on AM and SE, though not all were statistically significant. CONCLUSION: This study concludes that, while AM is significantly influenced by factors, such as academic year and parental education level, it does not have a statistically significant relationship with SE among undergraduate dental students. These findings suggest that other cultural, psychological, or contextual variables may play a more critical role in shaping SE within this population. Interventions aimed at enhancing AM and SE should consider these broader influences to effectively support students' academic success and well-being.