BACKGROUND: The demanding educational environment requires sustained motivation and resilience, while the intense psychological stress among medical studies increases the risk of depression, anxiety, and burnout. Student burnout is an escalating issue among medical students worldwide, significantly affecting their career success and overall well-being. Understanding these dynamics is crucial for effective burnout prevention strategies. Therefore, this study aims to explore the role of depression, anxiety, academic motivation and resilience in student burnout in a sample of Hungarian medical students. METHODS: An online survey was conducted among medical students at the University of Szeged, Hungary (N = 214
M RESULTS: Binary logistic regression for emotional exhaustion identified depression (OR = 0.32, p <
.001), state anxiety (OR = 0.04, p <
.01), and amotivation (OR = 0.19, p <
.01) as significant predictors. For cynicism, the final model incorporated state anxiety (OR = 0.05, p <
.001), intrinsic motivation through achievement (OR = -0.08, p <
.05), external regulation (OR = 0.13 p <
.01), and amotivation (OR = 0.41, p <
.001). For reduced academic efficacy, depression (OR = 0.15, p <
.001), alongside achievement (OR = -0.133, p <
.01) and stimulation (OR = -0.10, p <
.05) as intrinsic motivations were significant predictors. CONCLUSIONS: This study reveals a significant prevalence of student burnout among medical students, particularly in clinical years, with emotional exhaustion and cynicism being more prominent. Depression and low motivation were strongly associated with higher student burnout, while intrinsic motivation appeared to protect against reduced academic efficacy. These findings underscore the importance of addressing mental health and fostering resilience to mitigate student burnout during medical training.