This study investigated the relationship among EFL learners’ test anxiety, test-wiseness, metacognitive awareness, and reading comprehension test performance. Three hundred and seventeen undergraduate and graduate English students majoring in English Literature/Translation in Bu-Ali Sina, Razi, Allameh Tabatabei, and Islamic Azad universities of Hamedan, Kermanshah, and Tehran who were selected based on convenience sampling procedure took the Test of Test-Wiseness, Cognitive Test Anxiety Scale, Metacognitive Awareness of Reading Strategies Inventory-Revised and a Reading Comprehension Test. The data was analyzed and the hypothetical model was tested through AMOS software. The results indicated that test-wiseness had a significant positive relationship with reading comprehension. The findings showed that metacognitive awareness was positively related to test-wiseness and negatively to cognitive test anxiety. No significant relationships were found between test anxiety and reading comprehension, reading metacognitive awareness and reading comprehension, and between test-wiseness and cognitive test anxiety. It is worth mentioning that correlational analyses showed positive relationships between reading metacognitive awareness and reading comprehension while they were analyzed independently. This relationship was not confirmed in structural equation modeling as in this method the potential relationships were analyzed altogether. Our findings provide some theoretical and practical implications. From theoretical insights, teachers and instructors should be aware of these affective factors, their effects on reading comprehension, and use their knowledge to help students get better results and show better performance. From pedagogic perspective, teachers should try to be able to design new and practical trainings to increase learners’ level of test-wiseness and reading metacognitive awareness. Furthermore, test developers should try to design tests that remain valid conside
