This study aimed to examine the relationship of academic burnout and academic stress with academic self-efficacy among graduate students. 307 graduate students at the University of Sistan and Baluchestan (140 female and 167 male students) were selected as a sample using the stratified random sampling method. The subjects were evaluated by questionnaires on academic burnout, academic stress, and academic self-efficacy. Data was analyzed using one-sample t-test, Pearson’s correlation coefficient, and simultaneous regression analysis. Results revealed that academic burnout was significantly related to academic self-efficacy among the students, in the way that an increase in academic burnout among the students led to a decrease in their academic self-efficacy. Moreover, academic stress was significantly related to academic self-efficacy, in the way that an increase in academic stress among the students led to a decrease in their self-efficacy.

This quantitative study explored the profiles of academic burnout among students using Latent Profile Analysis (LPA). This study seeks to identify distinct burnout profiles in the Polish university student population. Using the Maslach Burnout Inventory-Student Scale (MBI-SS) adapted for Polish students, we analyzed data from 939 students across various disciplines and years of study, focusing on exhaustion, cynicism, and inefficacy. After using LPA ones were identified: minimal, moderate, and elevated risk of burnout, highlighting the variance in how burnout manifests among students. The findings underscore the importance of tailoring interventions to the specific needs of each burnout profile.