An empirical study of the influence of individual-related factors on undergraduates’ academic burnout: Malaysian context Sook Cheng Lau, Hon Jie Chow, Siew Chin Wong and Chui Seong Lim Faculty of Business, Economics and Accounting, HELP University, Kuala Lumpur, Malaysia Abstract Purpose – The purpose of this study is to examine the relationship between perfectionism, self-efficacy, coping strategies and academic burnout among Malaysian undergraduates in higher education institutions. Design/methodology/approach – Data were collected from 251 respondents who were public and private university undergraduates. Partial least square structural equation modelling (PLS-SEM) was used to investigate the influences of coping strategies, perfectionism and self-efficacy on academic burnout among undergraduates. Findings – The results showed that all independent variables, namely coping strategies, perfectionism and self-efficacy are statistically correlated to academic burnout. Research limitations/implications – This article provides an empirical framework for explaining the academic burnout of undergraduates’ based on the review of related career works of literature. Practical implications – To provide insights in order to improve understanding of existing stress models and provide practical implications for local higher education institutions and undergraduates to reduce academic burnout. Social implications – The study seeks to enhance awareness and destigmatise the mental health issues of undergraduates, which is important to help them to maintain a healthy lifestyle and well-being. Originality/value – This paper offers new insight to identify the predictors of academic burnout among undergraduates from Malaysian higher education institutions. Keywords Perfectionism, Self-efficacy, Coping strategies, Academic burnout Paper type Research paper Introduction Stress and depression symptoms are some of the important risk factors that can negatively impact a student’s academic performance. There is evidence that academic burnout (academic-related strain and stress) is a potential cause of decreased academic and cognitive performance (May et al., 2015; Salanova et al., 2010). The academic burnout also predicts subsequent depressive symptoms such as depression and anxiety. A high degree of depressive symptoms correlates positively with a high confirmation of suicidal ideation (Anastasiades et al., 2017). Nowadays, youths suffer from a high level of mental stress, such as anxiety, depression and panic disorder due to high expectation of academic achievement and to remain competent in the rapidly changing and competitive society (Kuittinen and Merila € inen, 2011). Furr et al. (2001) found that 53% of university undergraduates had experienced mental health problems (i.e. depression) due to unsatisfactory academic performance, poor financial conditions, interpersonal relationship problems and loneliness. They also revealed that 9% of the respondents have had suicidal intentions after enrolling in colleges or universities due to difficulties in coping with the demanding academic Academic burnout: Malaysian context Funding: This work was supported by the HELP University Internal Research Grant Scheme (IRGS) [project number: 19-12-021]. The current issue and full text archive of this journal is available on Emerald Insight at: https://www.emerald.com/insight/2050-7003.htm Received 13 February 2020 Revised 10 June 2020 29 August 2020 Accepted 11 October 2020 Journal of Applied Research in Higher Education © Emerald Publishing Limited 2050-7003 DOI 10.1108/JARHE-02-2020-0037