Abstract
The purpose of this study was to examine the effects of a self-generated utility-value intervention in a teacher training subject from both quantitative and qualitative aspects. As a result, the scores of students' interest value, utility value for practice, and utility value for entrance examination were significantly improved. In addition, it was suggested that the contents of the comment sheets written by the students whose scores of task value significantly increased before and after the class were deepened with repeated use of the intervention. These results suggest that self-generated utility-value interventions in teacher education are effective in motivating students to increase their in-class performance.
