The purpose of this study was to determine whether some affective characteristics could be used as correlates of secondary school students’ performance in mathematics in Cross River State. A survey data from a sample of 500 students were used in the study. A total of three hypotheses were tested using the One-way Analysis of Variance (ANOVA) and the independent t-test statistics. The findings of the study showed a significant influence of achievement-motivation, attitude and gender on students’ mathematics performance. This study results also showed that students’ who manifested high, moderate and low achievement motivation differed significantly, while those with positive attitude perform better than their counterparts with negative attitude. In terms of gender, female students showed a positive attitude towards mathematics than male counterparts. Some recommendations were made for counseling implication.