This study examined the effects of intervention with a 2 × 2 factor manipulation, identifying the effects of evaluation indicators (presentation/construction) and evaluator (self/peer) on students' goal orientation. Specifically, we created five groups (one control group and four experimental groups) and conducted experimental lessons. The learning topic was debate training. The participants were 67 first-year students. Analyses focusing on the cross-lagged relationships of goal orientation before and after the intervention were performed. The effects of the intervention on goal orientation may depend on the individual student's initial goal orientation. By increasing the level of the intervention, students' initial goal orientation might have a greater effect on the goal orientation that the student exhibited after the intervention. The results of this study give guidelines on the learning intervention according to student's initial goal orientation. [For the complete proceedings, see ED601080.]