The present study aimed to examine the mediating role of academic self-concept in the relationship between a social constructivist learning environment and academic buoyancy. This correlational research employed structural equation modeling. The statistical population included all junior high school students in Kamfiruz during the 2019–2020 academic year. A total of 306 students (138 boys and 168 girls) were selected through cluster random sampling. Participants completed the Social Constructivist Learning Environment Scale (Haghāyeghi & Kāreshki, 2015), the Academic Buoyancy Scale (Dehghānizādeh & Hosseinchāri, 2012), and the School Self-Concept Inventory (Chen & Thompson, 2004). Structural equation modeling was used to test the research hypotheses. The findings indicated that the social constructivist learning environment had a significant positive effect on academic self-concept, which in turn significantly predicted academic buoyancy. Moreover, academic self-concept significantly mediated the relationship between the social constructivist learning environment and academic buoyancy. Overall, the findings suggest that enhancing students’ academic buoyancy requires attention to both the social constructivist features of the learning environment and the development of students’ academic self-concept.