The goal of the current study was to validate the Homework Expectancy Value Scale (HEVS) for undergraduates in online learning environments. After randomly splitting the sample in halves, we conducted exploratory factor analysis (EFA) with the first half (n = 306) and confirmatory factor analysis (CFA) with the second half (n = 306). Both EFA and CFA results indicated that HEVS consisted of two factors: Expectancy and Value. Given an adequate level of measurement invariance, we further examined the latent mean difference across gender for the entire sample (n = 612). Our findings showed no statistically significant mean differences in Expectancy and Value across gender. Finally, consistent with theoretical expectations, Expectancy and Value were negatively correlated with homework distraction and the frequency of attending online classes without homework, and positively correlated with homework emotion regulation and homework completion.