Understanding what we know and what we need to know in the larger corpus of research studies is important if we want to grow the body of education research in computing. While in years past, it would be challenging to understand where the gaps in research are, the CAPE framework and Extended CAPE framework provide categories of factors that may influence student outcomes in computing education. In particular, affective factors, like interest in CS, attitudes towards CS, and interest in computing careers, have been shown to play a part in continued learning and learning outcomes. Thus, our research question for this study was: What is the landscape of computer science education research related to affective aspects of students’ experiences? Leveraging data from a new set of data being used in a large-scale metasynthesis, our team analyzed data extracted from papers published in 2021 to mid-2024 (inclusive), which totaled 351 studies. Of these studies, we found that half (n = 175, or 49.9%) of the studies had at least one Affect related outcome. Other Affect subcategories appeared in fewer than 1% of papers (less than 4 papers): Anxiety (Computing), Attitudes toward Computers, Comfort, Curiosity, Enjoyment. And several Affect subcategories did not appear in any studies. While some Affect topics have good coverage, which is promising, the dearth of research studies on some affective factors suggests gaps in the research that may contribute to less optimal student experiences.