University students always suffer from technostress and experience burnout during technology-enhanced learning (TEL). Research revealing whether and how university support contributes to eliminate them lacks. This study aims to investigate the structural relationship among "university support" (i.e., "administration support" and "peer support"), students' "ICT competence," "technostress," and "learning burnout." Altogether 1,785 students studying at three Chinese universities participated in this study by filling out a self-reported questionnaire revised from previous literatures and validated with confirmatory factor analysis (CFA). Structural equation modelling (SEM) revealed that: (a) university students' "technostress" significantly predicted their "learning burnout" in TEL; (b) "administration support" was essential in alleviating students' "technostress" and "burnout"; (c) "peer support" negatively predicted students' "learning burnout" but did not predict their "technostress"; (d) "ICT competence" alone had no significant effects on "technostress." Moreover, multiple group comparisons based on genders found that females benefited more from "administrator support" in alleviating "learning burnout" than males. In contrast, males benefit more from "peer support" in improving their "ICT competence" than females. Implications for alleviating university students' technostress and learning burnout in TEL were discussed.