The paper discusses the affective influences on students of problem solving instruction using computers, and the relationship of affective influences to student belief systems. It reviews affective issues and problem solving, and analyzes affect with particular reference to the work of G. Mandler. The paper considers types of congnitive processes, instructional environments and student belief systems. The issues are synthesized in a discussion on affect, computers, and problem solving. The implications for research are discussed. (JM)