The purposes of the current study were: 1) to clarify the changes among children through continuous activities with goals in the Friendship Program at Hiroshima University based on goal setting theory, and 2) to clarify effective students’ facilitation through these activities. These activities aimed to help children think and act for themselves, and improve their attitudes toward forming relationships. Surveys were conducted after programs were held in 2017 and 2018. Changes in the ability to think and act for oneself and attitudes toward forming relationships, motivation, degree of difficulty and specificity of goals, self-efficacy, goal commitment, relationships with other members, and students’ facilitation were measured. Data were collected from 98 school children. The following results were obtained: 1) the ability to think and act for oneself and attitudes toward forming friendships appeared to improve if motivation was high during the activities; 2) motivation during the activities tended to be high when the goal was specific and relatively difficult, self-efficacy was high, goal commitment was high, and the relationship was good for communication; and 3) students’ facilitation, including feedback or encouragement for children to achieve their goals by themselves, had a positive relationship with children’s motivation.