Background and Aim: The aim of the present study was to model the mediating role of academic vitality in the relationship between the perception of educational justice and the academic performance of students.
Methods: The research methodology was descriptive-correlation type of structural equations. The research population was 3152 students of the second secondary level of Saqez city, and a sample of 342 people was selected using stratified random sampling based on Cochran's formula. In order to collect data, Golparvar's Educational Justice Perception Questionnaire (2009), Hossein Chari and Dehghanizadeh's Academic Vitality Questionnaire (2009) and Pham and Taylor's Academic Performance Questionnaire (1999) were used. The validity of the instruments was confirmed by the opinion of professors of educational sciences and psychology, and the reliability of each questionnaire was checked with Cronbach's alpha coefficient. The data were analyzed using two software, Spss vs. 22 and lisrel. 8.50 was analyzed
Results: The results showed that the perception of educational justice and academic vitality have a positive effect on academic performance at the level (P=<0.05); Perception of educational justice through academic vitality has a positive and significant effect on academic performance (P=<0.05); Also, the variables of perception of educational justice and academic vitality are able to explain 27% of the variance of the variable of academic performance (P=<0.05).
Conclusion: According to the findings, educational justice and academic vitality can have a positive effect on academic performance. Academic vitality also had a positive effect on academic performance.