<p>The objective of this study was to explore the serial mediating roles of academic motivation and academic resilience in the relationship between students’ psychological well-being and academic achievement. A correlational design was utilized to gather data from first-year students at Injibara University. Various scales were adapted to measure the constructs of interest, including Carol Ryff’s psychological well-being scale, Cassidy’s academic resilience scale (which was revised from 30 to 20 items by Cui, Wang, and Xu to align with a collectivist cultural context), and Vallerand et al.‘s multidimensional academic motivation scale. The sample was drawn using both simple and stratified random sampling methods based on students’ gender and college affiliation. Data collection occurred in two phases. In the pilot study, data from 200 students (158 male and 42 female) were collected to evaluate reliability and perform confirmatory factor analysis. Following this, the main study collected data from 503 students (403 male and 100 female) to further investigate how academic motivation and academic resilience mediate the relationships between psychological well-being and academic achievement. Analysis, primarily through Pearson correlation, revealed significant positive relationships among psychological well-being, academic motivation, academic resilience, and academic achievement. Additionally, structural equation modeling (SEM) indicated that both academic motivation and academic resilience partially mediated the relationship between psychological well-being and academic achievement. Based on these findings, conclusions were drawn, and the study included recommendations, limitations, and suggestions for future research.</p>