Spatial ability is defined as a cognitive or intellectual skill used to represent, transform, generate, and recall information of an object or the environment. Individual differences across spatial tasks have been strongly linked to science, technology, engineering, and mathematics (STEM) interest and success. Several variables have been proposed to explain individual differences in spatial ability, including affective factors such as one's "confidence" and "anxiety." However, research is lacking on whether affective variables such as "confidence" and "anxiety" relate to individual differences in both a mental rotation task (MRT) and a perspective-taking and spatial orientation task (PTSOT). Using a sample of 100 college students completing introductory STEM courses, the present study investigated the effects of self-reported "spatial confidence," "spatial anxiety," and "general anxiety" on "MRT" and "PTSOT." "Spatial confidence," after controlling for effects of "general anxiety" and "biological sex," was significantly related to performance on both the "MRT" and "PTSOT." "Spatial anxiety," after controlling for effects of "general anxiety" and "biological sex," was not related to either "PTSOT" or "MRT" scores. Together these findings suggest some affective factors, but not others, contribute to spatial ability performance to a degree that merits advanced investigation in future studies.