Academic resilience has emerged as a critical academic condition influencing students’ ability to adapt and persist during the transition to higher education. This study examined the relationships among academic self-efficacy, social support, and academic resilience among first-year university students. Using a quantitative, cross-sectional correlational design, data were collected from 250 first-year undergraduate students enrolled in Physical Activity Towards Health and Fitness (PATHFIT 1) at a public higher education institution in the Philippines. Standardized instruments were used to measure academic resilience, academic self-efficacy, and perceived social support. Descriptive statistics, Pearson product–moment correlation, and multiple linear regression analyses were employed. Results indicated that students demonstrated moderate levels of academic resilience, academic self-efficacy, and social support. Academic self-efficacy showed a moderate and statistically significant relationship with academic resilience, while social support exhibited a low to moderate but significant association. Regression analysis revealed that academic self-efficacy and social support jointly explained a meaningful proportion of variance in academic resilience, with academic self-efficacy emerging as the stronger predictor. The findings underscore the importance of strengthening both students’ internal academic beliefs and their social support systems, particularly during the first year of university. Implications for student support programs and resilience-oriented educational practices are discussed.