Some ideas are presented about the ways in which the three domains of metacognition, affective factors, and beliefs influence the cognitive activities of seventh graders as they solve mathematics problems. The research project, initiated in 1981, is first described. Theoretical considerations are then discussed, with sections on affects, beliefs, control, sociocultural conditions, and the relationship among these domains and the domain of knowledge. Observations of seventh graders are presented, with a preliminary conceptualization of the role of perseverance. Problem-solving scenarios are provided, with contrasts between the responses of an average and an above-average student for the first scenario and reactions of other students for the other three scenarios. In the concluding discussion, the researchers note that their observations to date are speculative and likely to be altered as they continue their investigations. (MNS)