A theoretical framework is presented to investigate the interactions of certain motivational factors with test-wiseness. Test performance is a function of two independent elements: the cognitive learning in the classroom situation and the test-wiseness in the testing situation. These situations are associated with independent sets of affective characteristics. The Form Z Test of Test-Wiseness and the School Attitude Measure were administered to 216 students from 5 senior high schools. The results indicated that values and self-concept are related to test-wiseness; locus of control is not related to test-wiseness; and the relationships vary across different students. (PN)