Academic buoyancy reflects students' ability to encounter ordinary challenges they face in the academic context, and it positively contributes to their behaviour. This study aims to measure the level of academic buoyancy among university students, identify its relationship with their academic average and determine the differences in their academic buoyancy levels in terms of gender and academic discipline. The descriptive-analytical research design was utilised. The academic buoyancy scale was applied to 243 university students (male and female). Data were statistically analysed using correlation coefficient, arithmetic mean and two-way analysis of variance. The results demonstrated that students have a high level of academic buoyancy; there was a significant correlation between academic buoyancy and academic average; and there were no significant differences in the academic buoyancy level with regard to gender (male and female) and academic discipline (theoretical and practical). The research recommended increasing students' academic buoyancy level to help them encounter academic pressures and challenges and to solve the problems they face in their academic lives effectively. [Note: The page range (2361-2370) shown on the PDF is incorrect. The correct page range for this article is p2361-2369.]