Digital Engagement and Academic Functioning

Abstract. Since the turn of millennium, digital revolution has opened a new layer opportunities for adolescents to participate, create and learn. Simultaneously there been growth in both debate worries regarding how intensive engagement with media affects students’ academic performance, engagement, school-related well-being, that is, functioning. Students’ continuously evolving practices are not always congruence more traditional ways schoolwork. Students flourish fulfill their potential when informal formal learning reach congruence, but this is case, frictions can emerge. Spending time provide avenues development, it equally well divert young people from studies or increase daily demands. In narrative review, we address these continuities discontinuities between functioning school-aged children people, focusing on meta-analyses, reviews, key studies. Following examination current literature, conclude that, general, field “digital effects” needs move beyond screen utilize research multidimensional socio-digital already conducted. Second, average effects negligibly small heterogeneous, further corroborating claim examine qualitative differences individual students, as contextual interplay.