It is known that there are many factors affecting students' problem-solving abilities. In this study, the influence of seventh-grade students' affective factors, their academic success, their gender and their families' educational levels on their problem-solving achievement was examined. To achieve this aim, a Problem-Solving Attitude Scale, a Mathematics and Problem-solving Belief Scale, a Mathematics Anxiety Scale, a Self-efficacy Perception for Mathematics Scale and a Problem-Solving Achievement test, which were developed according to the literature and the opinions of experts, were applied to one hundred fifteen seventh-grade students. The data were analyzed using the correlation method, and the direct and indirect factors affecting problem-solving achievement were examined. In the results, a highly significant relationship between academic successes and problem-solving achievements was found, while a moderately significant relationship between students' problem-solving attitudes, problem-solving beliefs, mathematics anxiety and self-efficacy perception for mathematics factors and their problem-solving achievements was observed. No significant relationship between the indirect factors and problem-solving achievements was found. (Contains 3 tables and 3 figures.)