In recent years, research in educational psychology, behavioral sciences, and sociology has placed great emphasis on the role of psychological variables such as intrinsic motivation, belief in one's personal abilities (self-efficacy), and the capacity to cope with academic difficulties (resilience). This study aimed to determine the relationship among these three components in a group of 14- and 15-year-old male students in Kashan, Iran. The research method was descriptive-correlational. The statistical population consisted of 14- and 15-year-old male students enrolled in the 2025–2026 academic year. From this population, a sample of 365 students was selected using multi-stage cluster sampling. To collect data, three standardized questionnaires were used: the Connor-Davidson Resilience Scale, the Harter Academic Motivation Questionnaire, and the Midgley Academic Self-Efficacy Scale. Data were analyzed using descriptive and inferential statistical methods. Findings indicated that the scores for all three variables were distributed around the mean and within the normal range. Correlation coefficients confirmed a positive and significant relationship among all variables; the highest correlation was observed between self-efficacy and motivation, with a coefficient of 0.652. Regression analysis showed that resilience alone could predict self-efficacy, but when motivation was entered into the model, predictive power increased significantly. Moreover, motivation played a partial mediating role between resilience and self-efficacy. These results suggest that if programs designed to simultaneously enhance students' resilience and motivation are implemented, their academic self-efficacy will also improve. Therefore, educational administrators and educational psychologists should prioritize targeted interventions to improve academic performance and provide psychological support for adolescents.