The study aimed to identify the academic buoyancy of graduate students and the significance of the differences in academic buoyancy among graduate students according to the variables (gender/specialization/stage). The research sample consisted of graduate students at the University of Baghdad of both genders (males, females) and specialization (Scientific, human) and for the stage (Master’s and PhD) for the academic year (2020-2021), with (690) students, and to achieve the objectives of the current research, the researcher adopted the academic buoyancy scale (Saleem, 2018). The research reached the following results: Postgraduate students have high academic buoyancy (higher than the hypothetical average). And the significance of the differences in academic buoyancy among graduate students according to the variables of gender and specialization is not statistically significant, and for the academic stage it is statistically significant, and it is in favor of the master. As for the interaction between the variables: gender and specialization, gender and study stage, the interaction between specialization and study stage, and the interaction between gender, specialization and study stage, the differences are not statistically significant. In light of the results, the research reached recommendations and suggestions, including: Recommendations to the Ministry of Higher Education to prepare indicative training programs to train students on the dimensions of academic buoyancy, which the study touched upon such as (planning, perseverance, control, self-efficacy, low anxiety). As for the suggestions, conducting a study is used to find the relationship between Academic buoyancy and future thinking among graduate students.

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