goal and individual goal orientation on mathematics problem solving and self-regulated learning. A 3 (the cuesof classroom goal) × 3 (personal goal orientation) × 3 (measurement occasion) mixed design was used. A totalof 366 sixth-grade students were divided into several groups and were taught “left-to-right” multiplication

solving skills. The following results were obtained: In mathematics problem solving, students operating under the cues of multiple classroom goals scored much higher on delayed post-test than those under the cues of approach-performance classroom goal. In self-regulated learning, (a) the mastery goal group under the cues of approach-performance classroom goal showed a trend of decrease in cognitive processing strategy, whereas the group of approach-performance goal improved; (b) the groups of mastery goal and multiple goals both scored higher than approach-performance group in metacognition; (c) the students operating under the cues of approach-performance and multiple classroom goals were making progress along with time in subjective ability;

(d) groups of mastery goal and multiple goals both scored higher than approach-performance in task values on three measurement occasions; however, the group of multiple goals regressed with time while the group of approach-performance goal progressed; (e) the groups of mastery goals and multiple goals both scored higher

than approach-performance goal group in effort and persistence, but all regressed along with time; (f) the groups of mastery goal and multiple goals both scored higher than approach-performance group in task choice on three measurement occasions. Based on the findings, further discussions were made. Implications for elementary school education and suggestions for future studies were also presented.