Online learning has accentuated the role and interaction of numerous educational and psychological factors among students, especially undergraduates. Psychological resilience, as an evaluative factor of mental health, has been confirmed in previous studies as having an effect on undergraduates' online learning performance and satisfaction. However, the mediating mechanisms should be further explored to fully understand the relationship between psychological resilience and online learning performance, as well as between psychological resilience and online learning satisfaction. To fill this gap, this study proposed a mediation model which included academic burnout as the mediating variable to clarify the relationships among psychological resilience, online learning performance and satisfaction. A total of 807 Chinese undergraduates with long-term experience of online learning voluntarily participated in this study. They completed the self-report measures of psychological resilience, online learning performance and satisfaction, as well as academic burnout. Results showed that in online learning, undergraduates' psychological resilience was negatively related to their academic burnout, psychological resilience was positively related to online learning performance and satisfaction, academic burnout was negatively related to online learning performance and satisfaction, and academic burnout mediated the effect of psychological resilience on online learning performance and satisfaction. The findings of this analysis offer practical guidance implications for undergraduates to improve their online learning, and provide theoretical support for instructors to focus on undergraduates' psychological status.