Cultural Dimensions, as stipulated by different theoretical perspectives such as Hofstede’s, are normally not considered to define student models. These cultural dimensions consist of traits that can be attributed to students and include both cognitive and affective characteristics. Some dimensions indicate students’ ability to represent an effect in the affect which may be useful to predetermine affective models. This research project hypothesizes that students’ cultural dimension may indicate affect tendency during the use of Intelligent Tutoring Systems (ITS). The methodology consisted of determining students’ cultural dimensions, cognitive achievement, and analyzing affective responses (selfreported) when the student used the ITS on an individual way. The results suggested that there are affective behaviors associated to a Hofstede cultural dimension (Power distance index). The implications of these results are that some cultural characteristics may predict students’ affective behaviors employing an ITS for mathematics. Additionally, affect models could be used to predefine affective-cognitive scaffolding.