This meta-analytic study reviews empirical research published from 2007 to 2013 with an aim of providing robust conclusions about the relationship between social media use and citizen engagement. It includes 22 studies that used self-reported measures of social media use and participation, with a total of 116 relationships/effects. The results suggest that social media use generally has a positive relationship with engagement and its three sub-categories, that is, social capital, civic engagement, and political participation. More specifically, we find small-to-medium size positive relationships between expressive, informational, and relational uses of social media and the above indicators of citizen engagement. For identity- and entertainment-oriented uses of social media, our analyses find little evidence supporting their relationship with citizen engagement.

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The aim of this study is to assess the relationship between video gaming habits and elementary school students' academic performance. More specifically, we seek to examine the usefulness of a distinction between addiction and high engagement and assess the predictive validity of these concepts in the context of scholastic achievement. Three hundred thirty-three children ages 8 to 12 years from two primary schools in Singapore were selected to participate in this study. A survey utilizing Danforth's Engagement-Addiction (II) scale and questions from DSM-IV was used to collect information from the schoolchildren, while their grades were obtained directly from their teachers. The findings indicate that addiction tendencies are consistently negatively related to scholastic performance, while no such relationship is found for either time spent playing games or for video game engagement. The implications of these findings are discussed.

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