Abstract: To explore the influencing factors of Chinese university students' learning burnout, Meta-analysis method is employed to examine 72 relevant articles in China. The results show that the degree of Chinese university students' learning burnout is significantly different in terms of gender, hometown, discipline and grade. Furthermore, both academic self-efficacy and professional commitment have high level of negative predictive power on university students' learning burnout. The article suggests students' learning burnout and its impacts should be taken seriously in the teaching and administration practice of the universities. The article also suggests university students' academic self-efficacy and professional commitment be improved to effectively reduce the level of their learning burnout.