Homework effort mainly includes students' compliance, investment, concentration and the number of tasks completed or percentage attempted. It has been proved in the researches that homework effort has an important influence on students' academic performance. But, homework environment is extremely comple x, for homework effort will be affected by factors from individual and environmental aspects. Though lots of studies have been done about homework effort, the mechanism of interactions between influential factors is not clear. Based on the control–value theory, expectancy–value theory, self–determination theory et al, individual factors such as gender, perceived control, homework emotion, as well as environmental factors such as homework quality may have important effects on homework effort. Besides, due to the domain–specificity of academic emotions and homework effort, it may be more targeted and practical to study the mechanism of interactions between influential factors from the single discipline perspective. Therefore, in order to investigate the relationship among mathematics homework quality, perceived mathematics control, mathematics homework emotion and mathematics homework effort, participants including 463 students from 7th, 8th and 9th grade of three schools in Guangdong were selected. The students were asked to fill several questionnaires concerning perceived mathematics homework quality, perceived mathematics control, mathematics homework emotion, and mathematics homework effort. The main findings of this study were as follows: (1) Both positive mathematics homework emotion and negative mathematics homework emotion had a complete mediating effect on the relationship between perceived mathematics homework quality and mathematics homework effort. (2) Perceived mathematics homework quality had an effect on mathematics homework effort by perceived mathematics control and by that via the multiple mediator effect of mathematics homework emotion. Perceived quality of mathematics homework selection had positive effect on mathematics homework effort by perceived mathematics control and by that via the multiple mediator effect of positive mathematics homework emotion and negative mathematics homework emotion.Perceived mathematics homework challenge had negative effect on mathematics homework effort by perceived mathematics control and by that via the multiple mediator effect of positive mathematics homework emotion and negative mathematics homework emotion. These results suggested that mathematics homework quality, perceived mathematics control, mathematics homework emotion had an important influence on mathematics homework effort of middle school students. Developing a high mathematics homework quality and mathematics control help middle school students experience more positive mathematics homework emotions, which in turn may improve their mathematics homework effort.