Mathematics related affect turn from positive to negative during comprehensive school years worldwide. There is a clear need to find solutions to the problem. However, some gaps and problems appear in the methodologies and the common approaches used in the field. This article discusses five studies addressing affective development, challenges some of the methods and approaches to measure the development and presents some possibilities to make a change in such a development. The frameworks of the studies, as well as their methods, data and results are briefly presented. Based on the studies, we confirmed several dilemmas concerning affect research and the significance of mathematics-related affect across two cultures. We identified the cultural meaning of different affective levels, and elaborated the social comparison the students live through their school years. As a conclusion, we formulated several suggestions to take into account in future studies. What counts especially is the need to be culturally sensitive in the affect domain.