The goal of the present investigation is to evaluate the psychometric properties of the Homework Emotion Regulation Scale (HERS) using 796 middle school students in China. Confirmatory factor analyses (CFAs) supported the existence of two distinct yet related subscales for the HERS: Emotion Management and Cognitive Reappraisal. Concerning the concurrent and predictive validity evidence of the HERS, the results indicated that, consistent with theoretical expectations, Emotion Management and Cognitive Reappraisal were positively associated with mastery and performance orientation, desirable homework behaviors (e.g., completion), learning strategies (e.g., organization), and math homework grade reported by teachers at the end of school semester.