<p>The present study examined how college students’ motives for media multitasking and the task relevance of their multitasking behavior relate to their academic and psychosocial well-being during in-class group activities. College students (<i>N</i> = 262) completed surveys assessing their media multitasking motives, task relevance of media multitasking behaviors, academic engagement, classroom sense of belonging, and loneliness. Factor analysis identified three motives for media multitasking (i.e., information, connection, and boredom/habit) and two task-relevant multitasking behaviors (i.e., on-task and off-task). The path analysis revealed that while on-task media multitasking was not associated with any outcomes, off-task media multitasking was associated with lower academic engagement, despite being the less frequent behavior. Among the motives, the information motive was associated with higher academic engagement and classroom sense of belonging, regardless of students’ task-relevant media multitasking behaviors. The connection motive was related to greater on-task media multitasking but was not associated with off-task media multitasking or any outcomes. The boredom and habit motive was indirectly related to lower academic engagement through increased off-task media multitasking. Additionally, the total effects from the habit and boredom motive was associated with lower sense of belonging and higher loneliness, although neither on-task and off-task media multitasking were significant mediators. These findings suggest that students’ motivations for media multitasking during classroom group activities may be more influential than the task relevance of their multitasking behaviors in determining academic and psychosocial outcomes.</p>