As digital devices become ubiquitous in learning contexts, they have become the main source of distraction that leads to distractive multitasking. This underscores the growing importance of self-regulated learning as a means of combating distraction and persisting in learning. This study aims to bridge the perspectives of self-regulation and distractive multitasking in academic settings to gain a comprehensive understanding of how distractions from various sources induce multitasking and how students employ self-regulation strategies to manage distractions during class time. A framework was constructed to explore internal and external distractions that account for distractive multitasking and self-regulation strategies for coping with distractions. A mixed-method design was adopted to collect data from three Chinese universities. The results show that distractive multitasking can be induced by cognitive, emotional, and behavioral conditions and external factors concerning physical, social, and technological contexts. Further, students' multitasking behaviors and implementation of self-regulated learning strategies are changeable depending on their motivation and the perceived value of the ongoing course. Our study also illuminates a range of self-regulated learning strategies that involve minimizing distractions during the planning phase and monitoring and combating distractions during class.