Homework is a multi-faceted process which has many attributes – each attribute can be identified, defined, and measured independently ( Guo and Fan, 2018).
The results of the previous studies and meta-analysis showed that the homework time is correlated significantly with students’ gains on the academic tests ( Cooper et al., 2012 Fan et al., 2017 Fernández-Alonso et al., 2019). Each week, students around the world spend 3–14 hours on homework, with an average of 5 hours a week ( Dettmers et al., 2009 OECD, 2014). Homework is an important part of the learning and instruction process. Several issues that need further studies were also discussed. Contrary to the popular beliefs, homework completion and homework creativity have positive effects on the students’ general creativity. 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. Employing a number of questionnaires, this study investigated two samples from middle schools of Mainland China.
However, the effects of these homework behaviors on general creativity remain unknown.
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).
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