This study attempts to investigate the relationship of daughters' emphatic behaviour toward mothers. These daughters are those who enjoying metacognitive skills (self-regulating learning strategies) and educational achievement. They are high-school girl students residing in Tehran, out of whom 196 persons were selected by two questionnaires: the empathy questionnaire and that of Zimmerman, regarding self-regulating learning behaviour. The results were analyzed using correlation, variance analysis, and regression methods. The findings show that there is a significant positive correlation between daughters' emphatic behaviour and their educational achievements. Also, a significant relation was found to exist between selfregulating strategies of the students and their given Educational District. There was no significant relationship among emphatic behaviour, educational achievement, and the Educational District.
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