The purpose of this study is to analyze the structural relationships among Translating Self-efficacy (TSE), Translating Self-regulated Learning (TSRL), and translation performance among Bachelor of Translation and Interpreting (BTI) students in China. Data for this study were collected from 198 BTI students in China. The research employed two instruments to measure TSE and TSRL, as well as a translation performance assessment based on texts used in the Level 3 examination of the China Accreditation Test for Translators and Interpreters (CATTI). To analyze the relationships among the three variables, descriptive statistics, Confirmatory Factor Analysis (CFA), and Structural Equation Modeling (SEM) were utilized. The study results revealed that TSRL (β=.52,p <.001) has a greater impact on translation performance than TSE (β=.25, p <.05). Furthermore, the indirect effect of TSE through TSRL (β=.40,p <.001) was higher than its direct effect (β=.25, p <.05). These findings suggest that TSRL can be regarded as a important factor in maximizing translation performance. Therefore, translation education should prioritize the enhancement of TSRL and actively implement systematic and explicit instructional strategies to achieve this goal.