This paper presents a model for those interested in the design and/or research of instruction in the affective domain. This model is an integration of current theories and models in the affective domain. It is a broad and comprehensive model which represents the hierarchical structures and interactions of affective and related cognitive factors, including attitudes, beliefs, values, anxiety, motivation, attributions, confidence, and interests. The first section of the paper provides a theoretical framework of research in the affective domain; three figures depict taxonomies of the affective domain. Constructs of interest to those who work in the affective domain are defined in the second section. The third section describes the Model of Learner-Instruction Interactions in the Affective Domain; a diagram shows the interactive relationship of instructionally important factors (e.g., attributions, confidence, attitudes, motivation, and values). Applications and limitations of the model are discussed. Implications of this model and ways that researchers and designers can contribute to the model are also considered. Contains 12 references. (DLS)