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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.

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. [ABSTRACT FROM AUTHOR]

Recent theorizing on second language (L2) motivation has proposed viewing motivation as a function of the language learners' vision of their desired future language selves. This would suggest that the intensity of motivation is partly dependent on the learners' capability to generate mental imagery. In order to test this hypothesis, this study investigates whether learner characteristics are related to sensory and imagery aspects with indices of the strength of the learners' future L2 self-guides (ideal and ought-to L2 selves) and how these variables are linked to learning achievement in two target languages, English and Mandarin, assessed both by self-report and objective measures. One hundred seventy-two Year 8 Chinese students (ages 13-15) completed a questionnaire survey, and the results reveal several significant associations between the future self-guides and intended effort and actual grades, including a consistently positive relationship between the ideal self and the criterion measures. The findings also confirm the multisensory dimension of future self-guides, suggesting the importance of a broad imagery capacity (including both visual and auditory components) in the development of individuals' future self-identities. Finally, the ideal-self images associated with different languages were shown to form distinct L2-specific visions, which has various implications for future research with regard to the potential positive or negative interaction of these self images.

China, which was once a world champion in invention, has failed to maintain its global leadership in innovation after the middle of the Ming Dynasty (1368–1644). Today, frame-breaking innovations are more likely to originate from European and North American countries than from China. In the perspective article (Augier, Guo, & Rowen, 2016), the authors attribute this phenomenon, which is often referred to as the Needham Puzzle, to three reasons: (1) the Chinese did not develop a scientific method like that in the West; (2) lack of educational diversity and structural inertia in China; and (3) lack of openness to the outside world. The authors also attribute the US's leadership in innovation to its culture of encouraging experimentation, tolerating failure and accepting deviance, and to its institutional support for decentralization of and competition in R&D and basic research. This commentary aims to enrich this insightful analysis. We focus on (1) the reasons for the demise of Chinese leadership in science and technology since the middle of the Ming dynasty, and (2) the historical and cultural obstacles to the development of frame-breaking innovations in modern China. [ABSTRACT FROM AUTHOR]

Drawing on moral foundation theory, the author found that in response to an infringement of intellectual property rights, both US and Chinese samples reported anger and evaluated the infringement negatively. The results also highlight the importance of considering cultural factors in moral decision-making. Apparently, in Chinese culture, moral decisions tend to be norm-based, even when people are assigning sanction to a transgression of the ethics of autonomy. In contrast, in American culture, moral decisions tend to be preference-based. Furthermore, although people tend to express their anger through punishment and contempt and disgust with social exclusion, in the American context, due to its relatively high mobility, to express their moral anger, individuals prefer to sanction wrongdoing by socially isolating the wrongdoer. [ABSTRACT FROM AUTHOR]

This article argues to treat ‘diaspora’ as an emotive and psychic disruption, a state of being, as viewed through the lens of memory, and with that argument challenges Shu-mei Shih’s call for an ‘expiration date’ for Chinese diaspora in her theorization of the concept of ‘Sinophone’. This article reads closely two short stories by two Sinophone writers through the prism of ‘postmemory’ and ‘prosthetic memory’ and demonstrates that there are various degrees of diasporic condition that exist in the simultaneous generations of all kinds of Chinese migrants. Diaspora, understood through memory as a state of being, thus is a critical stipulation for the theorization of the concept of ‘Sinophone’. [ABSTRACT FROM AUTHOR]