Background and purpose: The present study aimed to combine and integrate the results of previous studies and to obtain a general estimate of the relationship between academic vitality and cognitive, metacognitive, and emotional indicators of academic achievement. Also, this study seeks to explain and resolve possible contradictions in the findings of previous studies in this area.

Research method: The research method was meta-analysis. The statistical population included all studies related to the topic of academic vitality that were published in Iran between 2015 and 2024. After applying the inclusion and exclusion criteria, 51 studies were selected as the final sample. In total, 103 effect sizes of the correlation coefficient (r) type were extracted. Data analysis was performed using sensitivity analysis, funnel plot, and fixed and random effect models using CMA software.

Findings: The findings showed that the combined effect size of the relationship between academic vitality and cognitive, metacognitive, and emotional indicators of academic achievement in the fixed effect model was 0.447 and in the random effect model was 0.438. The results obtained in both models were statistically significant, indicating a positive and moderate to strong relationship between the variables..

Conclusion: Based on the results of the meta-analysis, academic vitality plays a significant role in explaining various indicators of academic achievement. These findings emphasize the importance of paying attention to motivational and emotional components in the learning process and can provide a suitable theoretical and practical basis for educational planning and future research in the field of learning and academic achievement.