This article links student and family characteristics, along with perceived purposes for doing homework, to homework emotion management as reported by 205 high school students in grades 9-10. The results revealed that adolescents' management of their emotions was not related to grade level and amount of parental education. However, girls and students who received family help reported more frequently monitoring and controlling their emotions. In addition, intrinsic reasons and extrinsic reasons for doing homework accounted for an additional, significant percentage of the variance in homework emotion management, with higher levels of intrinsic and extrinsic reasons being positively associated with more frequent use of homework emotion management strategies. (Contains 3 tables.)