Informed by multiple theoretical frameworks, our study examined multilevel models of homework motivation management among middle-schoolers in China. At the individual level, homework motivation management was positively associated with managing time, managing emotion, cognitive reappraisal, time on extracurricular activities, homework effort, and deep approach. In addition, there was a positive correlation between homework motivation management and homework time at both individual and class levels. Our study expands previous research by revealing that homework motivation management was positively associated with homework effort and deep approach after accounting for other relevant constructs. The implications of these findings are discussed relating to homework practices and further investigations.