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.

学生的作业情绪极大地影响作业质量、学习活动，甚至学业成绩和负担。因此，鼓励学生积极的作业情绪对于他们的发展至关重要。本研究旨在探讨教师三种类型的作业反馈（黑板上检查作业、批改作业和建设性意见）与学生语文科目积极和消极作业情绪之间的关系，同时考虑学业自我的中介作用。 -这些潜在关系中的尊重和性别差异。928 名 4-6 年级小学生参与了本次调查并完成了量表。结果表明：（1）黑板上的作业和建设性的评论对学生的积极情绪有正向影响，而黑板上的作业对学生的消极情绪有消极的影响。相比之下，建设性的评论并没有影响学生的负面情绪。此外，批改作业对学生的情绪没有显着影响；（2）学业自尊在教师作业反馈和学生作业情绪之间的关系中发挥中介作用；（3）性别调节教师作业反馈、学生作业情绪和学业自尊之间的一些潜在关系。本研究对教师设计和选择高质量的作业反馈、鼓励学生积极的作业情绪、减少学生的消极作业情绪具有启示意义。