Objective To explore the effect of core self-evaluations on the relationship between coping styles and learning burnout among university students.Methods A questionnaire-based survey study was conducted in 586 university students.Simplified Coping Style Questionnaire（SCSQ）

Adolescent Student Burnout Inventory（ABSI）

and Core Self-evaluations Scale（CSES）were used in this study.Data were collected and statistically analyzed.Results Positive coping style had a significant positive correlation with core self-evaluations（P<0.05）

but negative correlations with exhaustion

learning cynicism

reduced efficacy

and the overall score of learning burnout（P<0.05）.Negative coping style had a significant negative correlation with core self-evaluations（P<0.05）

but positive correlations with exhaustion

learning cynicism

and the overall score of learning burnout（P<0.05）.Core self-evaluations had significant negative correlations with exhaustion

learning cynicism

reduced efficacy

and the overall score of learning burnout（P<0.05）.Moreover

core self-evaluations had a full mediation effect on the relationship between positive coping style and exhaustion

accounting for 69.00% of the overall effect.Besides

core self-evaluations also had partial mediation effects on the relationship between positive coping style and learning cynicism

reduced efficacy

and the overall score of learning burnout

accounting for 20.08%

17.05% and 23.80% of the overall effect

respectively.Conclusion Core self-evaluations have mediation effects on the relationship between positive coping style and learning burnout.Therefore

it is imperative for universities to build students′self-confidence

teach them how to deal with difficulties and frustrations

and improve their self-evaluation abilities

which may help to enhance their academic achievements and promote their physical and mental health.