This study examines the complex interactions among Chinese undergraduate students between study engagement, professional commitment, self-efficacy (SE) and study burnout. 100 undergraduate students in total were chosen at random to serve as research subjects. The Academic SE survey, the Learning Engagement Scale and the Learned Burnout Scale was used to examine the samples. SPSS version 26.0 was used to analyze the findings. The results highlight the function that SE plays as an intermediary and highlight the significance in preventing or escalating student study burnout. The research reveals complex relationships between increased degrees of professional dedication as well as study engagement and improved SE, which serve as a buffer towards the detrimental effects of study burnout. These revelations advance the knowledge of the psychological processes behind academic success and student well-being in higher education institutions. There is a discussion of the implications for educational policy and practice, with a focus on the value of encouraging SE and techniques for developing productive learning environments that support students' achievement and well-being.