Students significantly contribute to societal development through their academic activities, as they need diverse skills and knowledge to solve problems and support their communities [1]. Academic buoyancy plays a critical role in effectively navigating educational challenges and managing obstacles within academia [2]. The current study investigated the relationship between academic buoyancy and the adaptive aspect of cognitive emotion regulation, examining how meaning in life influenced this connection among male and female students. The research sample consisted of 405 undergraduate students (211 females and 194 males) enrolled in the academic year 2023–2024. A statistical analysis using Structural Equation Modeling (SEM) and the bootstrap method revealed a strong relationship between the adaptive dimension of cognitive emotion regulation and the search for meaning in life. The findings demonstrated that meaning in life acted as a mediator in the relationship between the adaptive dimension of cognitive emotion regulation and students’ academic buoyancy. The results showed that gender moderated the impact of the adaptive dimension of cognitive emotion regulation on academic buoyancy. Considering the mediating role of meaning in life to promote academic buoyancy, educational authorities should enhance students’ academic buoyancy by strengthening their connection to nature and encouraging engagement in artistic activities. This will help foster a sense of meaning in life, particularly for men. This cross-sectional design advances theoretical insights into educational psychology and provides practical implications for developing targeted interventions that enhance student resilience and well-being.
