Research on academic burnout shows that student burnout is a serious problem that needs more attention. Students who are burned out often experience loss of work motivation, have poorer academic performance, are more prone to absenteeism, and drop out more often. In addition, higher levels of student burnout are associated with reduced quality of life and lower levels of general well-being. There is evidence suggesting that symptoms of academic burnout will still exist even after graduation, following the young professionals in their early careers, making them more prone to job burnout. This research examined the relationship between personality traits, locus of control, self-efficacy, procrastination, and two core dimensions of burnout. Additionally, we wanted to determine if those constructs can significantly predict burnout. There were 921 students of various Croatian universities and study programs participating in this research. Participants completed the IPIP 50 Personality Item Pool, the Academic Locus of Control Scale, the General Self-Efficacy Scale, the Procrastination Scale, and the Oldenburg Burnout Inventory. Research findings suggest that Croatian university students experience moderate levels of academic burnout. The dimension of exhaustion was negatively correlated with conscientiousness, emotional stability, and self-efficacy, while there was a positive correlation found between exhaustion and procrastination, and exhaustion and the external academic locus of control. Similarly, the disengagement dimension was negatively associated with self-efficacy and emotional stability, while there was a significant positive correlation between disengagement and the external locus of control, and disengagement and procrastination. Hierarchical regression analyses results show that these variables explain 10,1% of the academic exhaustion variance, and only 2,4% of the academic disengagement variance. Besides socioeconomic variables, other significant predictors of exhaustion were neuroticism, intellect, and academic locus of control, while none of the included variables significantly predicted disengagement, other than general life satisfaction.