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The main objective of the present study was to determine the effectiveness of metacognitive strategies training on students' academic vitality. The method of this study was semi-experimental and pre-test-post-test. Sampling was simple random. The sample size was 30 people for each group due to the experimental nature of the present study. Two library and field methods were used to collect information in this study. The data collection tools in this section were as follows: Savari and Arabzadeh's Academic Self-Regulation Questionnaire and Martin and Marsh's Academic Vitality Questionnaire. Descriptive and inferential statistical methods were used to analyze the data. In the descriptive section, central and dispersion indices were presented, and in the inferential section, multivariate analysis of covariance was used to answer the research hypothesis. The results showed that metacognitive strategies training is effective on students' academic vitality

Keywords: Metacognitive strategies, academic vitality, students

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