The current investigation examined multilevel models aimed at predicting two dimensions of homework emotion regulation: emotion management and cognitive reappraisal. Our models integrated key components from self-determination, expectancy-value, achievement goal, learning approaches, and self-regulatory or volitional perspectives. The investigation involved 1,282 Chinese middle school students. Results revealed that emotion regulation (i.e., emotion management or cognitive reappraisal) was associated with at least one variable for each of the five theoretical perspectives at the student level. Results at the class level revealed while cognitive reappraisal was positively linked to teacher autonomy support, it exhibited a negative association with homework quality. These findings underscore the significance of our models in unraveling the multifaceted nature of influences on emotion regulation during middle school homework. We discuss implications for both research and practice in homework in light of the results.