Learning burnout refers to a psychological syndrome that occurs due to long-term academic stress and course loads. It has become an issue that draws the attention of many scholars. Based on the multivariable regression analysis on a sample composed of 511 cases of students from 12 universities, this essay examined the relations among school identification, learning self-efficacy, motivation and learning burnout. The results show that school identification has a negative correlation with learning burnout, and learning self-efficacy mediates the relationship between school identification and learning burnout. Learning motivation moderates the relationships among school identification, learning self-efficacy and learning burnout. The findings are significant in preventing and alleviating the learning burnout of university students.