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Cognitive Diagnosis Modeling aims to infer students' proficiency level on knowledge concepts from their response logs. Existing methods typically model students’ response processes as the interaction between students and exercises or concepts based on hand-crafted or deeply-learned interaction functions. Despite their promising achievements, they fail to consider the relationship between students' cognitive states and affective states in learning, e.g., the feelings of frustration, boredom, or confusion with the learning content, which is insufficient for comprehensive cognitive diagnosis in intelligent education. To fill the research gap, we propose a novel Affect-aware Cognitive Diagnosis (ACD) model which can effectively diagnose the knowledge proficiency levels of students by taking into consideration the affective factors. Specifically, we first design a student affect perception module under the assumption that the affective state is jointly influenced by the student's affect trait and the difficulty of the exercise. Then, our inferred affective distribution is further used to estimate the student's subjective factors, i.e., guessing and slipping, respectively. Finally, we integrate the estimated guessing and slipping parameters with the basic neural cognitive diagnosis framework based on the DINA model, which facilitates the modeling of complex exercising interactions in a more accurate and interpretable fashion. Besides, we also extend our affect perception module in an unsupervised learning setting based on contrastive learning, thus significantly improving the compatibility of our ACD. To the best of our knowledge, we are the first to unify the cognition modeling and affect modeling into the same framework for student cognitive diagnosis. Extensive experiments on real-world datasets clearly demonstrate the effectiveness of our ACD. Our code is available at https://github.com/zeng-zhen/ACD.