The individual differences of the students are important issues that focus on both traditional education and distanceeducation. One of these differences is affective characteristics. Lack of a physical classroom environment and the distribution oflessons through information and communication technologies may cause students to react differently to e-learning. In thiscontext, different demands and expectations of students can occur. Various reactions such as interest, attitude, desire, expectation,curiosity, academic self-concept, motivation, self-efficacy, excitement and anxiety towards the system, program, lesson and relatedmaterials which used in e-learning can be expressed as the affective characteristics of students. The affective reactions of thestudents are a major obstacle in learning. Teachers have an important role in helping students know their own curiosity andanxiety towards e-learning, and teachers to guide students on this issue and develop an affective strategy for their negativesituations. It can be stated that a mistake or deficiency that may occur in the process will disrupt the ecosystem, considering aprocess where many factors coexist and interact with each other and affect them positively and negatively in the e-learningprocess. It is very important that students acquire positive emotional behaviors in order to realize easy and permanent learningand to achieve success in e-learning. With the delivery of courses via electronic devices, the students react emotionally towards e learning such as as interest, attitude, expectation, curiosity, excitement, anxiety, academic self-concept and self-efficacy. Thedelivery of courses through electronic tools without the physical classroom environment of teachers and students brings withthem problems such as communication and interaction, distance and community feeling, timely support and feedback, and support of students with pre-learning in inadequate subjects. It is very important to design methods, programs, courses andmaterials according to these characteristics based on student affective characteristics in order to achieve permanent learning andacademic achievement. The aim of this study is to investigate the mediating effect of student curiosity and anxiety on therelationship between student attitude and academic achievement in electronic learning. The study was carried out with 756associate, undergraduate and post-graduate students who took courses with e-learning. With the help of the model formed withinthe scope of the study, mediator relations of the students' curiosity and anxieties between student’ attitude and achievement wererevealed. The findings of the study show that the students' curiosity and anxiety towards e-learning mediate to relation betweenstudent attitudes and academic achievement