This study aims to use a method of systemic review‎, ‎called meta-analysis‎, ‎to analysis the results of studies carried out in Iran about the role of self-regulation learning on learners’ academic performance in the past decade‎. ‎So far studies investigating the relationship between self-learning and academic achievement have been conducted mainly in the frame of classical statistical models‎, ‎while the nature of these variables and the relationship between them are fuzzy so that‎. ‎It is suitable‎, ‎therefore‎, ‎to employ a fuzzy method to analysis such data‎. ‎To do this 50 accomplished researches about the role of self-regulation learning on learners’ academic performance‎, ‎31 researches were chosen for fuzzy meta-analysis‎. ‎The obtained results show that there is a meaningful relationship between self-regulation learning and learners’ academic achievement and self-regulation learning cam explain 4-17 percent of variance of the academic achievement‎. ‎The obtain results can be use to education program planning and effective learning them‎.