Academic burnout in students means creating a feeling of fatigue towards doing homework, having a pessimistic tendency toward education and course materials, and a feeling of academic inadequacy. The current research was conducted to study the role of life satisfaction and social support in the dental student's academic burnout. In this cross-sectional (descriptive-analytical) study, 162 dental students were included in the study with a full population sampling method, according to the inclusion criteria. The research tools included Diener's Life Satisfaction Questionnaire, Breso et al.'s academic burnout Questionnaire, and Zimet's Social Support Questionnaire. The collected data was entered into SPSS23 software and analyzed using a t-test, variance analysis, and linear regression analysis. Based on the obtained results, 106 students (65.4%) were at a high level of academic burnout. The life satisfaction (13.38) and social support (4.53) scores in most of the students were in the average group. Data analysis showed no significant difference in average life satisfaction, social support, and academic burnout with academic semesters and gender (p > 0.05). The findings of the regression analysis revealed that social support and life satisfaction both had a significant and inverse effect (β = -0.290, β = -0.156) on academic burnout. Based on the findings of the present study, most of the students had a high level of academic burnout, and the life satisfaction and social support of most of the students were not at the desired level. Since life satisfaction and social support have an inverse and significant effect on academic burnout, by increasing these two variables, we can make a great contribution to decreasing the amount of academic burnout among dental students.
