Table_1_Effects of homework creativity on academic achievement and creativity disposition: Evidence from comparisons with homework time and completion based on two independent Chinese samples.DOCX

During the past several decades, the previous studies have been focusing on the related theoretical issues and measuring tool of homework behaviors (mainly including homework time, completion, and homework creativity). However, the effects of these homework behaviors on general creativity remain unknown. Employing a number of questionnaires, this study investigated two samples from middle schools of Mainland China. The results showed that (1) the eight-item version of Homework Creativity Behaviors Scale had acceptable validity and reliability; (2) compared with homework completion and homework time, homework creativity explained less variety of academic achievement (3.7% for homework creativity; 5.4% for completion and time); (3) homework creativity explained more variance of general creativity than that of homework completion and homework time accounted (7.0% for homework creativity; 1.3% for completion and time); and (4) homework creativity was negatively associated with grade level. Contrary to the popular beliefs, homework completion and homework creativity have positive effects on the students’ general creativity. Several issues that need further studies were also discussed.

近数十年来，既往研究多聚焦于作业行为（主要涵盖作业时长、作业完成度与作业创造力）的相关理论议题与测评工具开发。然而，此类作业行为对个体一般创造力的影响迄今仍未明确。本研究采用多份问卷，以两份来自中国大陆中学的样本为对象展开调查。研究结果显示：① 包含8个题项的作业创造力行为量表（Homework Creativity Behaviors Scale）具有可接受的效度与信度；② 相较于作业完成度与作业时长，作业创造力对学业成就的变异解释量更低（作业创造力的解释率为3.7%，作业完成度与时长的解释率为5.4%）；③ 作业创造力对一般创造力的变异解释量高于作业完成度与作业时长（作业创造力的解释率为7.0%，作业完成度与时长的解释率为1.3%）；④ 作业创造力与年级水平呈负相关关系。与主流认知相悖的是，作业完成度与作业创造力均对学生的一般创造力具有正向影响。本研究还探讨了若干有待后续研究进一步探索的议题。