Educology is the fund of knowledge about the educational process, which obviously occurs within and outside of schools. Educology includes, at the least, the fund of knowledge about past education (historical educology), about current states of affairs in education (scientific educology), about effective practices within education (praxiological educology), about meanings of terms and sentences in education (analytic philosophical educology) and about good education (normative philosophical educology). This article is a work in scientific educology. It reports on an exploration of extant relationships among four dimensions of goal orientation in mathematics lessons (self-defeating ego orientation, self-enhancing ego orientation, task orientation, and avoidance orientation) and mathematics achievement, self-concept, self-efficacy, anxiety, and intrinsic motivation. Participants in the study were 295 Norwegian elementary school students. Data were collected at two students attended their fifth year in school (Time 1) and (2) October and November of the same year, when the students attended their sixth year (Time 2). Within-time regression analyses revealed that goal orientations were systematically related to achievement, self-conceptions, anxiety and motivation and that self-defeating and self-enhancing ego orientation related differently to all these variables. Across-time analyses failed to show that goal orientation affected subsequent anxiety, motivation, and achievement, but it had some predictive value for subsequent self-concept and self-efficacy. In addition, across-time analyses indicated that achievement, self-conceptions, motivation and anxiety have predictive value for subsequent goal orientation. (Contains 4 tables.)