Purpose: This study was planned to examine the effects of physical activity level on academic self-efficacy, anxiety and stress in university students. Secondarily, the effects of physical activity level by gender on academic self-efficacy, anxiety, and stress was examined. Materials and methods: One hundred thirty-two university students (female: 67, male: 65) between the ages of 18-30 were included in the study. The physical activity levels of the participants were evaluated with the International Physical Activity Questionnaire, and the participants were divided into two groups as minimally active (n=71) (Group I) and sufficiently active (n=61) (Group II) according to the scores obtained from the questionnaire. Academic Self-Efficacy Scale was used to question academic self-efficacy. Anxiety and stress levels were evaluated using Beck Anxiety Inventory and Class Causes of Stress Scale, respectively. Results: In the comparison between groups, a significant difference was found between the academic selfefficacy of the students in the Group I and Group II (p=0.001). When the two groups were compared in terms of anxiety levels, it was determined that the students in the Group II had lower anxiety (p=0.012). It was found that physical activity has a statistically significant and increasing effect on academic self-efficacy (p=0.005; R2=0.06). Conclusion: Our study results showed that students whose physical activity levels were sufficiently active had higher academic self-efficacy and lower anxiety. In the light of this information, it will be beneficial to increase the physical activity levels of the students in order to improve their mental well-being.