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The study aims to investigate the influence of leader mindfulness on employee innovative work behaviour mediated by work engagement and moderated by employee learning orientation.

That data set of 337 was collected from full-time working professionals from IT industry in India through survey design. The proposed mediated moderation model was tested through Process Macro.

The findings highlighted the positive role of leader mindfulness in enhancing employee innovative work behaviour. Furthermore, the authors found that this relationship was partly mediated by work engagement and moderated by employee learning orientation. Results suggested that the relationship between work engagement and innovative work behaviour was stronger for employees who score high on learning orientation.

The main contribution of the study lies in delineating the interpersonal lens of mindfulness at workplace, particularly the leader–employee interface. It offers a more nuanced delineation of the process through which leader mindfulness encourages employee innovative work behaviour.

This chapter seeks to investigate the role of student emotional intelligence (EI) in countering in-class cyberloafing behaviour by students, by exploring the mediating role of boredom proneness through a quantitative approach. A sample of 163 postgraduate university students in India was selected. The authors assessed the mediation model using PROCESS macro. The authors found that students who are more aware of their emotions are better equipped to handle internal and external distractions and work towards a desired goal or outcome and therefore are less likely to experience boredom. Results from this study revealed a significant direct and indirect negative relationship between students’ EI and cyberloafing behaviour. This chapter contributes to the body of literature by highlighting the positive effects of EI as an important antidote to student cyberloafing behaviour. On the practical front, the findings of this study can be used by academicians who are charged with the responsibility of understanding and enhancing student learning by diminishing cyberloafing behaviour among them. The proposed framework could provide a foundation for countering cyberloafing behaviour in educational settings.