Background: Education has the potential to influence many individual outcomes in academic, social and emotional areas, one of which is academic achievement. Good academic achievement is very important in continuing education to the next level. However, there are obstacles in achieving maximum learning achievement such as academic burnout, academic stress, and self-efficacy can contribute to affecting academic achievement. The purpose of this study was to determine the effect of self-efficacy, academic stress, academic burnout on academic achievement. Methods: This type of research used a correlational study. The sample was 120 nursing students with sampling techniques using random sampling. Data collection methods using standardized instruments, including College Academic Self-Efficacy Scale (CASES), Perception of Academic Stress Scale (PASS), Maslach Burnout Inventory-Student Survey (MBI-SS), and Academic Achievement Questionnaire. Statistical analysis using path analysis. Results: The results showed the mean value of self-efficacy of 58.63, academic stress of 49.56, academic burnout of 50.70, and academic achievement of 36.87 There is a significant influence of self-efficacy (p = 0.001), academic stress (p = 0.001), and academic burnout (p = 0.001) on academic achievement. Conclusions: There are direct and indirect effects of self-efficacy, academic stress, and academic burnout on academic achievement among nursing students at STIKes Sukabumi.