Nowadays, many people turn to the Internet and social networks as a temporary refuge to escape unpleasant emotions and pressures caused by this academic burnout. One of the emerging concepts in the field of the Internet is FOMO; the present study aimed to investigate the role of FOMO (fear of being left behind) and social anxiety in predicting students' academic burnout. This study was conducted within the framework of descriptive research and with a correlational approach. In order to examine the contribution of each variable in predicting academic burnout, multiple linear regression was used. The statistical population of the study was all female students in Tehran in the second high school level in the academic year 1403-1404. In this study, cluster random sampling was performed; thus, from among the 22 districts of Tehran, District 14 and then three girls' high schools were selected. One class was randomly selected from each educational level and the questionnaires were completed by students in the same classes. The findings showed that FOMO and social anxiety positively and significantly predict students' academic burnout. Regression analysis indicated that FOMO explained 5.5% of the variation in academic burnout and social anxiety in adolescents explained 4.6% of the variation in academic burnout (p<0.01). Based on the findings of this study, it can be concluded that FOMO and social anxiety are effective on students' academic burnout by reducing concentration, creating a sense of inadequacy, and social comparison, which can be prevented in adolescents with timely diagnosis and necessary prevention and measures.