Ⅰ. Purpose The main purposes of this study are finding out the differences of affective behaviors imposing by academically normal and retarded children and then analysing the influences of the affective behaviors to learning tasks. Ⅱ . Method and tools For t his study, the informations related to the sample, 494 middle school students, as following were collected by means of the researches and the inquiries. 1) Three years achievement scores of the middle school. 2) Scores of intelligence quotient test. 3) Affective characteristics of each student. 4) Socio-economic background of the parents and nurture attitude of their mother. Ⅲ . Problems The affective behavior is an important variable to the learning. It is depended upon environments of the family and the school, and accumulated by the learning experiences during the several years. All of these facts, therefore, would be appeared meaningful differences between normal children and retarded children, and established as the hypothesis and tested. Ⅳ. Conclusions Because of the meaningful differences of the affective behaviour between normal and retarded children, it may be concluded that normal children maintain an affirmative feeling to the affective behavior whereas retarded children bear negative thinking. This affirmative or negative thinking to the affective behavior is brought about as a result of the family environment and success or failure exprience of learning. Therefore, affective behavior toward learning task has an important role for the enhance the level of Learning activity as well as cognitive behavior.