The aim of this study is to examine the effects of athletic identity on academic motivation and psychological flexibility among students enrolled in faculties of sport sciences. Employing a quantitative research design based on the correlational survey model, the study sample consisted of 187 licensed athlete-students studying at Trabzon University and Gazi University during the 2024–2025 academic year. Data were collected using the Athletic Identity Measurement Scale, the Academic Motivation Scale, and the Sport Psychological Flexibility Scale. Independent samples t-tests, one-way ANOVA, Pearson correlation, and simple linear regression analyses were conducted. The findings revealed that athletic identity significantly predicted psychological flexibility (β = 0.22, p < 0.01), whereas it did not have a significant effect on academic motivation. Although certain sub-dimensions differed based on sport branch, nationality status, and academic department, no broad or consistent group differences were observed. Correlation analyses indicated a significant negative relationship between psychological flexibility and academic motivation, while years of sport experience were positively associated with both athletic identity and academic motivation. Overall, the results highlight the role of athletic identity as an important determinant of psychological adjustment and underscore the need for a holistic approach to understanding dual-career experiences among athlete-students.