Against the backdrop of increasing academic pressure in higher education, Physically Vulnerable University Students face more pronounced challenges in learning adaptation, particularly manifested in elevated levels of Academic Burnout. However, existing studies have predominantly focused on educational contextual variables, with limited attention to behavioral factors and their underlying psychological mechanisms, highlighting the need for an integrated perspective to examine these relationships. Accordingly, this study targets Physically Vulnerable University Students in universities in Guangxi, China, aiming to investigate the impact of Physical Activity on Academic Burnout and to examine the mediating role of Psychological Resilience. A quantitative research approach with a cross-sectional survey design was employed, and a total of 401 valid responses were obtained through stratified cluster sampling across ten universities in Guangxi. The instruments used included the Physical Activity Rating Scale (PARS-3), the Connor–Davidson Resilience Scale (CD-RISC), and the Maslach Burnout Inventory–Student Survey (MBI-SS). Data were collected through a combination of online and offline methods and analyzed using SPSS, including descriptive statistics, correlation analysis, regression analysis, and Bootstrap mediation testing. The analytical framework was grounded in Social Cognitive Theory (Bandura, 1977) and Stress-Coping Theory (Lazarus & Folkman, 1984). The findings indicate that Physical Activity and Psychological Resilience among Physically Vulnerable University Students are at moderate levels, whereas Academic Burnout shows a relatively high tendency. Physical Activity is significantly negatively associated with Academic Burnout, and Psychological Resilience partially mediates this relationship. The results further suggest that Physical Activity not only directly reduces Academic Burnout but also indirectly improves learning conditions by enhancing Psychological Resilience, thereby revealing a synergistic mechanism between behavioral factors and psychological resources. Future research is encouraged to expand the sample scope, adopt longitudinal designs, and incorporate additional moderating variables to further explore the dynamic mechanisms underlying learning adaptation among Physically Vulnerable University Students.
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