The present study aims to utilize one of the systematic review methods, called "meta-analysis", to analyze and synthesize the results of research conducted in Iran between 2015 and 2020 on the role of self-regulation in learners' academic achievement. Research on the relationship between self-regulation and academic achievement has been conducted mostly in the form of classical statistical models; while the aforementioned variables are inherently fuzzy and the relationship between them is also a fuzzy relationship, and therefore it is appropriate to use a fuzzy approach (fuzzy meta-analysis) to analyze the data. For this purpose, 50 studies conducted on the role of self-regulation in academic achievement were collected, and 31 of them were selected for meta-analysis. The results of the present study, using the effect size combination method with a fuzzy approach, showed that the self-regulation variable alone explains approximately 4 to 17 percent of the changes in learners' academic achievement. The findings of this study can be used in planning learners' education programs and enriching their self-regulation and effective learning.