An insight into people trend toward academic activities plays an important role in psychology and pedagogy. The aims of this study to compare self-regulation learning among normal, intelligent, and learning-disabled children, so 76 intelligent students, 77 normal students, and 49 learning-disabled students in 12-10 age range were randomly selected from schools inRasht. Two different forms of academic self-regulation learning questionnaire (SQR) Ryan and Connell (1989) were used to collect data via 4 methods i.e. external regulation, introjections, identification, internal regulation. Statistical analysis show that in external regulation method, the learning-disabled children got higher grads than the normal and intelligent ones. In introjections and identification method, intelligent children had better averages than normal and learning-disabled ones, while in internal regulation method, there was no significant difference between intelligent and normal students, whereas these two groups were significantly different form the learning-disabled ones (p__ampersandsignlt;0.01). It is mention worthy that the results were testified in two i.e. control regulation and autonomy methods. Moreover, multi-variable regression statistical analysis shows that among demographic variables, father__ampersandsign#39;s job and mother__ampersandsign#39;s education degree have positive and meaningful predictability.