Objectives: The purpose of this study is investigating the relationship between mindfulness, life satisfaction and achievement motivation with academic burnout in students. Methodology of the research: The research method is applied one in terms of purpose and in the relationship between variables is a descriptive - correlation type. Statistical population of this research consists all high school students in the academic year of 1395-1396, of which 150 are selected by Non-random voluntary sampling method. Data gathering tools include the Burnout Questionnaire (1997), Brown and Ryan's scale (2003), Life satisfaction questionnaire (Diner et al., 1985), and MacInternity achievement motivation Inventory (2005). Descriptive statistical methods (frequency, percentage, mean, standard deviation) and inferential statistical methods (Kolmogorov Smirnov, Pearson correlation coefficient and multiple regression analysis step by step) are used to analyze the data. Results: The results of regression analysis showed that the variables of mindfulness, life satisfaction, and achievement motivation have the ability to predict students' academic burnout. The results of Pearson correlation coefficient showed that mindfulness with academic burnout has a significant and inverse relationship. There is a significant relationship between life satisfaction and academic burnout. Also, there is a significant relationship between achievement motivation and academic burnout. Conclusion: According to the findings of the research, the variables of mindfulness, life satisfaction, and motivation of progress play an important role in the academic burnout of student.
