This report examines the relationship between affective variables and academic success among high-risk college freshmen. It summarizes research conducted on the impact of student goals, learning styles, mathematics and test anxiety, other sources of stress, and level of development on achievement among Developmental Studies students. Results are reported showing that: (1) Developmental Studies students who placed a higher priority on academic reasons for attending the institution earned higher grades during their first quarter in the program; (2) Developmental Studies students were likely to prefer a hands-on learning style and learning through interaction and visual stimuli rather than through lecture and text; (3) stress and other variables may account for a greater proportion of variance in first quarter grades than does high school grade point average or Scholastic Aptitude Test scores; and (4) counseling can have a positive effect on developmental tasks. The report concludes that affective variables are significantly related to performance among Developmental Studies freshmen and that admissions decisions must consider student self-concept and motivational issues. Administrators and faculty members who serve high-risk populations are encouraged to consider individual student needs and to be willing to use various teaching strategies to communicate ideas to these students. The value of a counseling component in developmental/remedial education programs is emphasized. Three pages of references are included; 13 tables and 3 figures are appended. (NB)