Abstract: As a kind of Internet deviant behavior widely existing among college students, cyberloafing behaviors in class harm students’ physical and mental health and academic performance. Based on the in-depth interview analysis of 20 students in an Anhui college, Nvivo7 software was used for content analysis to identify four types of inducements for students’ cyberloafing behaviors in class. The first is personal inducement, including students’ self-control ability, Internet dependence, learning expectation, mobile phone dependence and learning initiative. The second is teaching inducement, including teachers’ personality traits, teaching ability and attitude, classroom management and teacher-student communication. The third is course inducement, including the nature, form, content, difficulty and assessment form of the course. The fourth is environmental inducement, including physical environment, classroom environment, regulatory environment and social pressure. Finally, the intervention strategies for students’ cyber-loafing behaviors in class are proposed based on the four kinds of inducements.