Considering that students' academic buoyancy plays an important role in their academic success ‎and progress, it is essential to identify the factors affecting it; one of these factors is ‎students' sense of socio-emotional competence, which can affect their academic buoyancy. This ‎research examines the socio-emotional competence model in students' academic buoyancy with ‎the mediating effect of academic optimism and emotional well-being. The current study was ‎descriptive form type of correlation.‎ the statistical population of the research included all the ‎students of Khoy Azad University in the academic year 1402. ‎ The statistical sample was 300 people, considering the distorted questionnaires and the dropout ‎of the subjects, who were selected by the staged cluster sampling method. Data collection tools ‎included a socio-emotional competence qustionnair ‎(SECQ), academic buoyancy scale (ABS), ‎academic optimism questionnaire (AOS), and subjective well-being questionnaire (SWBQ). Data ‎analysis was done using Pearson correlation and structural equation analysis. Data analysis ‎showed a positive and significant relationship between socio-emotional ‎competence, academic ‎optimism, and emotional well-being with academic buoyancy. Also, the investigation of indirect ‎effects showed that socio-emotional competence has an indirect and significant effect on ‎students' academic buoyancy through academic optimism and emotional well-being. This finding ‎shows that academic optimism and emotional well-being have a significant mediating role in the ‎relationship between socio-emotional competence and academic buoyancy.‎ Students with high socio-emotional competence (self-awareness, social awareness, self-management, relationship management, and responsible decision-making) are optimistic about ‎studying science and knowledge and have high emotional well-being, increasing their ‎academic buoyancy.‎