Academic resilience has been widely researched in traditional and online educational settings, but it has not been sufficiently studied in three-dimensional (3D) virtual learning environments (VLEs). This inferential research used multiple regression to quantitatively investigate the extent to which psycho-educational factors including academic self-efficacy, engagement, and achievement goal orientation predicted a form of academic resilience (academic buoyancy) in Second Life®. An in-world notice, along with list-serv emails and in-world advertisements, were electronically transmitted to 147 purposefully sampled residents of Second Life®, inviting them to participate in an online survey composed of four established Likert-type rating scales, Self-Efficacy for Learning and Performance scale, Utrecht Study and Well-being Scale, Achievement Goals Questionnaire-R, and the Academic Buoyancy Scale. Simultaneous entry multiple regression procedures were used to perform the statistical analysis. As expected, the psycho-educational predictor variable of academic self-efficacy was proven to have a positive relationship with academic buoyancy in the 3D VLE of Second Life®. However, engagement and achievement goal orientation were not predictors of academic buoyancy in this 3D VLE. The multiple regression model was successful in predicting academic buoyancy in the 3D VLE of Second Life®. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]