International students are at risk of burnout during their studies and face challenges in their writing. This study explores the burnout and self-efficacy profiles of international students and how these profiles differ in writing conceptions. Participants were 162 international students at a research-intensive Finnish university. They completed the "HowULearn Questionnaire and the Writing Process Questionnaire". Latent profile analysis identified three profiles combining students' burnout and self-efficacy: "high burned-out students" (16.0%), "moderate burned-out students" (45.1%), and "low burned-out students with high self-efficacy" (38.9%). The profile membership was not significantly related to students' demographic, linguistic, or writing-related characteristics. The results showed that the combination of a lower level of study-related burnout and relatively higher self-efficacy led to fewer blocks, less procrastination and perfectionism, and more positive conceptions of knowledge transforming and productivity in writing. Overall, the study indicated that study-related burnout and self-efficacy contributes to understanding international students' writing processes.