How to save the academic emotion of junior high school students in the era of big data?

With the rapid development of Internet technology and society, China has entered the era of big data. While this technology has made great contributions to the society, it has also brought some disadvantages. Due to excessive information and wrong values, students are easy to make wrong attribution for academic failure, as well as produce anxiety, depression and other negative academic emotions. Therefore, it is necessary to study students' academic emotion, which is considered as an important factor affecting their academic performance and physical and mental health. Previous studies have only explored the effect of academic achievement attribution on academic emotion. The purpose of this paper is to study whether the relationship between academic achievement attribution and academic emotion is mediated by parents' expectations. Study was based on a cross-sectional design ( N=800; mean age=13.22) of students from 8 different classes. The study was conducted through questionnaires. The results of the study: (1) The junior high school students' attribution of academic achievement, academic emotion and parental expectations were all correlated. (2) The internal attribution of students' academic achievement and parents' expectation directly predict the positive academic emotion, while the external attribution of students' academic achievement does not. (3) Academic achievement attribution significantly predicted negative academic emotion, while parental expectations had no significant influence on negative academic emotion. (4) Attributions of junior high school students' academic performance can influence positive and negative academic emotions by influencing parents' expectations. The increase in internal attributions of students' academic achievement promoted an increase in positive parental expectations, which further generated positive academic emotions.