This paper measures and studies the state of professional commitment and learning burnout of 107 undergraduates from Grade 1 to Grade 4 that majored in psychotechnics by using relevant scales. The study shows that the level of professional commitment is ordinary but the level of learning burnout is high. There are great differences in professional commitment among different grades. However, the differences in learning burnout are not obvious. The study has found an obvious inverse correlation between professional commitment and general learning burnout. Affective commitment is a predictive variable of learning burnout. Learning burnout psychology can be eliminated by giving students more option for major selection, improving students’professional identification through more ways and stipulating scientific and reasonable personal training program to improve level of professional commitment