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Cyber-slacking interrupts classroom teaching and learning activities and is associated with poor academic performance. Based on the theory of planned behavior (TPB), this study aimed to investigate whether both cognitive (i.e., attitudes, perceived norms, and perceived behavioral control) and affective (i.e., fear of missing out [FoMO]) factors contribute to classroom cyber-slacking intention and behavior among Chinese university students. We recruited a convenience sample of 431 undergraduate students (M = 19.34, SD = 1.08; 66.4% female; 33.6% male) from mainland China who completed an online survey (i.e., items measured cognitive factors of cyber-slacking, cyber-slacking behavior, FoMO, and demographic information). The findings of correlational, hierarchical multiple regression, and path analysis with bootstrapping approach showed that both cognitive and affective factors were positive correlates of cyber-slacking intention and behavior and explained the variance in cyber-slacking intention. Moreover, attitudes, perceived norms, perceived behavioral control, and FoMO had statistically significant indirect effects (via intention) on cyber-slacking behaviors, whereas perceived behavioral control alone has a direct impact on cyber-slacking behaviors. The findings not only lend more credence to TPB, suggesting that cognitive factors are reliable correlates of both classroom cyber-slacking intention and behavior, but also showed affective factors, such as FoMO, can be used to reduce students' cyber-slacking intention and, subsequently, their behavior. Based on these findings, interventions for reducing classroom cyber-slacking are discussed.

Having a growth mindset has been hailed as one of the most critical advancements in understanding students’ motivation in recent years. The attention on the growth mindset indicates an increased surge in the public’s interest in using evidence-based intervention models to facilitate learning. Because the positive benefits of growth mindsets are apparent, changing ones’ mindset becomes the core focus of growth mindset literature. But aside from “changing” students’ mindsets, finding the right kind of psychological interventions that leverage student’s growth or fixed mindset with sustainable improvement for students can be as, if not more important. The current study seeks to fill this research gap. Our first study indicated that learners with a relatively high growth mindset benefit from a self-reflection learning strategy. However, this very same self-reflection strategy can harm the learning benefits for those learners with a fixed mindset. The second study used experimental manipulation to show that learners with a growth mindset can enhance their learning process and outcomes from self-reflection strategies. In contrast, learners with a fixed mindset can improve their learning process and result from self-compassion strategies. The current study identified two distinct psychological mechanisms – self-reflection and self-compassion and linked them with mindsets with the learning process and learning outcomes. It also demonstrates how learners with growth and fixed mindsets can directly benefit from these two psychological mechanisms in an experimental design.