Fan Huiyong, Ma Yidan, Xu Jianzhong, Chang Ying, Guo Shengli
College of Educational Science, Bohai University, Jinzhou, China.
Research Center of Brain and Cognitive Neuroscience, Liaoning Normal University, Dalian, China.
Front Psychol. 2022 Aug 12;13:923882. doi: 10.3389/fpsyg.2022.923882. eCollection 2022.
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.
在过去几十年里，以往的研究一直聚焦于作业行为的相关理论问题和测量工具（主要包括作业时间、完成情况和作业创造性）。然而，这些作业行为对一般创造性的影响仍然未知。本研究采用了多项问卷，对来自中国大陆中学的两个样本进行了调查。结果表明：（1）八条目版的作业创造性行为量表具有可接受的效度和信度；（2）与作业完成情况和作业时间相比，作业创造性对学业成绩的解释力较小（作业创造性为3.7%；完成情况和时间为5.4%）；（3）作业创造性对一般创造性的解释方差比作业完成情况和作业时间的解释方差更多（作业创造性为7.0%；完成情况和时间为1.3%）；（4）作业创造性与年级呈负相关。与普遍看法相反，作业完成情况和作业创造性对学生的一般创造性有积极影响。还讨论了一些需要进一步研究的问题。
