Background and Purpose: Academic performance is a multi-dimensional element and is subtly related to metacognition and problem solving. Therefore, the purpose of this study is to determine the relationship between metacognition and academic performance by mediating problem solving.
Method: The research method was descriptive-correlational. The statistical population included all the high school students in Khoram Darreh city in the academic year of 2016-2017 that among them 300 students were selected by stratified random sampling method. The research instruments were, the metacognitions questionnaire (MCQ), problem solving inventory (PSI) and academic average index (AA).    Data analysis was carried out using structural equations modeling using SPSS software (version 18) and AMOS software (version 20).
Results: According to the structural equation model, relationships between variables had acceptable fit and the results showed that there is a significant relationship between metacognition with problem solving (p ≤ 0.001), metacognition with academic performance (p ≤ 0.001), and problem solving with academic performشance (P = 0.003).
Conclusion: Using problem solving skills and metacognition can lead to significant learning outcomes in students. Therefore, by reinforcing meta-cognitive beliefs and problem-solving skills, while enhancing students' academic performance, the conditions for the accurate recognition of capabilities, abilities and weaknesses can be achieved.