The purpose of this research was to provide a structural model of goal progress and metacognitive strategies with educational vitality with the role of mediator of self-regulated learning of secondary school students in Bandar Abbas. The research is correlational. The population includes all secondary school students in Bandar Abbas in academic year of 2016-2017 which was 384 persons. The cluster sampling method was used. The research tools included the Midgley and et.al (1998), the meta-cognitive questionnaire (AILI), and Educational Vitality Questionnaire of Dehghani Zadeh and Hossein Chari (2012) and Self-Regulated Learning Questionnaire of Trich and De Groot (1990) The results of the Cronbach's alpha test showed that the reliability of the research questionnaire was 0.890,0.955.0.911,0.882. For analyzing the data and testing the hypothesis, the structural equation model was used by AMOS software. The indexes obtained from the fitting model shows that tested model has satisfactory fit, the results showed in first hypothesis according to impact factor 0.887(β) and the T-value of 11.851, there is a positive and significant relationship between the goal progress and educational vitality of students, in the second hypothesis, according to the impact factor 0.891(β) and t-value 12.011, there is a positive relationship between the goal progress with self-regulated learning of students. In the third hypothesis, according to impact factor 0.841(β) and t-value 10.187 there is a positive and significant relationship between self-regulated learning and educational vitality, in the fourth hypothesis, according to the impact factor 0.749(β) and t-value 10.187, there is a positive and significant relationship between the goal progress and educational vitality with the mediating role of self-regulated learning of students. In fifth hypothesis, according to impact factor 0.901(β) and t-value 12.342 there is a positive and significant relationship between the metacognitive strate
