Given that academic buoyancy could help with school achievement, its relationship with other factors could be of interest if one were to help with its improvement. Among such factors communication skills and academic self-efficacy stand out. To determine the relationship between these three constructs a group of 262 female high school students was selected using the cluster sampling method. Three questionnaires of assumed validity and reliability were utilized to collect data on the said three constructs. Data analyses revealed that communication skills have a direct and significant impact on both academic buoyancy and self-efficacy, with the latter having a mediating role in the relationship between the other two. Thus it is suggested that the stage for the improvement of communication skills within the educational settings be set in order for the students’ self-efficacy and buoyancy improve and lead to higher level of achievement.