Students' homework emotions greatly influence the quality of homework, learning activities, and even academic achievement and burden. Therefore, encouraging students' positive homework emotions is essential for their development. This study aimed to investigate the relationship between three types of teachers' homework feedback (checking homework on the board, grading homework, and constructive comments), students' positive and negative homework emotions in Chinese subjects while taking into account the mediating effect of academic self-esteem and gender differences in these underlying relationships. 928 elementary school students of 4-6th grade participated in this survey and completed scales. Results showed that (1) checking homework on the board and constructive comments positively impacted students' positive emotions, while checking homework on the board negatively influenced students' negative emotions. In contrast, constructive comments did not impact students' negative emotions. Furthermore, grading homework had no significant effect on students' emotions; (2) academic self-esteem mediated the relationship between teachers' homework feedback and students' homework emotions, and (3) gender moderated some underlying relationships between teachers' homework feedback, students' homework emotions, and academic self-esteem. This study has implications for teachers in designing and choosing high-quality homework feedback, encouraging students' positive homework emotions, and reducing students' negative homework emotions.