Research often emphasises dysfunctional Social Networking Site (SNS) usage. In contrast, the current research examined a more positive element of human functioning, specifically how motivations to use SNSs may be associated with meaning in life, which can help give purpose and direction to people’s lives. A sample of 384 undergraduate students (aged 18 to 50; M = 20.95; SD = 4.95; 81.5% females) completed questionnaire-based measures of motivations to use SNSs, self-reported time spent on SNSs, and meaning in life (coherence, purpose, and mattering). Multiple regressions showed that models for coherence, purpose, and mattering explained 5.8–8.8% of the variance (R² = 0.058–0.088). Self-expression was positively associated with coherence (β = 0.128), purpose (β = 0.16), and mattering (β = 0.137). Following/monitoring others predicted higher coherence (β = 0.158), and using SNSs to find information predicted higher purpose (β = 0.12). Academic purposes were positively related to mattering (β = 0.12). By contrast, using SNSs for new friendships predicted lower coherence (β = −0.197) and mattering (β = −0.154), entertainment predicted lower coherence (β = −0.178), and greater time on SNSs predicted lower purpose (β = −0.186). Overall, different motivations for using SNSs are associated with different facets of meaning in life.

There are meaningful concerns that videogame play is harmful for neurodivergent populations, including people with autism spectrum disorders. However, there is a disproportionate focus in the literature on dangers, and there are fewer efforts to consider why such populations may be more likely to play videogames in the first place. In considering benefits to play, this scoping review attempts to map out a more balanced view of videogame engagement amongst a range of neurodivergent populations. A search of academic databases identified 9 articles comprising a mix of qualitative and quantitative studies. Using a narrative synthesis, we found that benefits to play included (1) friendship and belonging, (2) immersion, escapism, and emotional regulation, and (3) development, growth, and autonomy. In the future, we recommend a pivot away from a deficit-focused approach to investigations, and a larger investment in research that considers motivations, attitudes, and consequences of play from a lived-experience perspective.