In this study, we conducted a meta-analysis to synthesize the effects of self-regulated learning (SRL) programs and explored the components of effective SRL programs. Specifically, we compared the effect sizes of SRL programs using self-regulated learning ability, academic self-efficacy, learning motivation, and time management as dependent variables. We also examined effect size according to the characteristics of program implementation (e.g., subject area and type of instructional intervention) by school level. For these purposes, we analyzed a total of 178 effect sizes from 38 domestic studies selected using specific criteria. The findings are as follows. First, the overall average effect size of the SRL programs was 0.51 (U3 = 70%). Second, SRL programs were effective for all dependent variables: time management (ES = 0.89), academic self-efficacy (ES = 0.73), learning motivation (ES = 0.62), and self-regulated learning ability (ES = 0.62). Third, for upper elementary students, the most significant effects were observed when the programs lasted 8 weeks or less with 20 or more sessions and 120 minutes or less per session. For middle and high school students, however, the effective programs lasted 8 weeks or less with 10 sessions or less and 90 minutes orb less per session. For college students, the effective programs laste 8 weeks or less with 20 sessions or less and 60 minutes or less per session. Notably, those SRL programs as learning coaching showed greate r effect sizes for higher school levels. These results provide a practical guideline for the critical components and efficient implementation of effective SRL programs by school level to enhance students’ SRL abilities.