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Litsea cubeba essential oil (LCEO) is a broad-spectrum bacteriostatic substance produced from the fruit of the Litsea tree that has been used for the treatment of various diseases in China for thousands of years. Here, the antifungal activities of LCEO against 10 different fungi (Naganishia diffluens, Fusarium sacchari, Cladosporium tenuissimum, Fusarium proliferatum, Fusarium verticillioides, Fusarium subglutinans, Mucor racemosus, Penicillium oxalicum, Penicillium chrysogenum , and Aspergillus niger) that cause rot to waxberries were assessed. The chemical components of LCEO and its modes of action against P. oxalicum were investigated. Citral (32.62 %) was characterized as the main component of LCEO by gas chromatography–mass spectrometry. LCEO exhibited excellent antifungal activities against all 10 fungi. The minimum inhibitory concentration (MIC) and minimum fungicidal concentration of LCEO against P. oxalicum were 2.24 and 4.48 g/L, respectively. Furthermore, LCEO (MIC) compromised membrane permeability and integrity, caused leakage of the cell components, and increased production of malondialdehyde and reactive oxygen species. Scanning electron microscopy and transmission electron microscopy indicated that the morphology and ultrastructure of the LCEO-treated hyphal cell membrane and organelles were severely damaged. Meanwhile, LCEO increased the shelf life of waxberries from 1–2 to 5–6 d. LCEO is a potential ecologically friendly alternative to commercial fungicides to inhibit postharvest fungal contamination of waxberries during shipment and storage. [Display omitted] • Components of Litsea cubeba essential oil (LCEO) were identified by GC–MS. • LCEO showed outstanding inhibitory effects against ten fungal pathogen of waxberry. • LCEO damaged the plasma and mitcchondrial membrane of P. oxalicum. • LCEO resulted in the leakage of nucleic acids and soluble sugar from the mycelia. • LCEO is an alternative of synthetic preservatives to reduce decay in waxberry. [ABSTRACT FROM AUTHOR]

People in modern society are media multitaskers due to portable devices and omnipresent wireless networks, and college students are no exception. Previous studies have indicated that students' media multitasking behaviours in class harm their academic performances, and understanding the reasons for college students' engagement in such behaviour is meaningful. However, the literature takes media multitasking behaviour as an audience behaviour, which ignores the interaction between students and their surroundings. This study fills this gap by emphasizing the role of the social learning process. A survey was conducted in a public and comprehensive university in western China, and a total of 457 valid respondents were obtained. The results from PLS‐SEM revealed that college students' in‐class media multitasking behaviours were influenced by both observational learning (ie, imitating others) and reinforcement learning (ie, in‐class interventions), and this learning process was shaped by students' media multitasking self‐efficacy and self‐management of learning. These findings contribute to the current literature by providing a relatively new perspective for understanding college students' in‐class media multitasking behaviours, and suggestions about how to deal with such behaviours are also provided. Practitioner notesWhat is already known about this topic In‐class media multitasking behaviours (ICMMBs) damage college students' academic performance.College students' ICMMBs are affected by individual factors, such as internet addiction and sensation seeking.Social learning theory is widely adopted as a general theoretical background to explain those behaviours of which possible consequences are easily observed no matter from others or from individuals themselves.What this paper adds This work enriches the media multitasking literature by investigating the predictors of ICMMBs from a relatively new perspective, that is, the social learning perspective.This work also contributes to the literature on media multitasking by examining how the social learning process of college students' ICMMBs differs across students.This work extends the application scope of social learning theory to the context of college students' ICMMBs.Implications for practice and/or policy. The role of imitating others proves the importance of the learning atmosphere in classrooms, so teachers or lecturers should pay special attention to build a learning atmosphere away from ICMMBs.Some in‐class interventions should be established, especially the formal policy of schools to require students to hand in their smartphones or other media before class and students' own mindfulness of such behaviour.Teachers or lecturers should take actions to lower the academic performance expectations of students with higher media multitasking self‐efficacy (MMSE) because students with higher MMSE often overestimate their capabilities to have good performance when conducting other tasks simultaneously. [ABSTRACT FROM AUTHOR]