Zaid McCurdy
Zaid McCurdy is a multicultural undergraduate student at Eastern Washington University. Currently majoring in Applied Developmental Psychology with a minor in Sociology. His academic interests center on human development, social influences on behavior, and educational psychology. As a McNair Scholar, Zaid aims to explore research related to the psychological impact of digital media advancements on cognitive and socio-emotional development, this analysis oriented towards adolescent and emerging adult development in underserved communities. He is passionate about bridging psychological research with real-world applications to support equitable educational and developmental outcomes. After completing his undergraduate studies, Zaid plans to pursue a master’s in health psychology and a Ph.D. in Clinical Health Psychology, with the goal of contributing to interdisciplinary research and evidence-based policy that promote equitable developmental opportunities, enhance psychological well-being, and support the holistic growth of individuals from diverse cultural, socioeconomic, and ethnic backgrounds.
2025 EWU Faculty Research Mentor: Dr. Jillene Seiver
Parenting Styles and Smartphone Usage: Predicating Cognitive Performance
Abstract: This study investigates the relationship between parenting styles and childhood screen time exposure, with a focus on the long-term academic implications for college students. Grounded in Baumrind’s typology of parental authority, the research explores how authoritative, authoritarian, permissive, and neglectful parenting approaches influence the regulation of media consumption during formative developmental periods. The project employs a mixed methods design, combining quantitative survey data with open-ended qualitative responses to provide a nuanced understanding of how early environmental factors shape academic outcomes in higher education. A total of 50 undergraduate participants from Eastern Washington University completed an online survey assessing their retrospective perceptions of parenting style, the level of structure around media use during childhood, and self-reported screen exposure patterns. The survey also included academic performance indicators and a Stroop test to measure cognitive flexibility. Quantitative data were analyzed using descriptive statistics and bivariate correlation techniques through SPSS, while qualitative responses were coded thematically to identify recurring narratives and patterns. Preliminary findings suggest that individuals raised inauthoritative households reported more consistent media boundaries, lower levels of unregulated screen time, and stronger academic performance in college. Conversely, students from permissive or neglectful households described fewer media restrictions and demonstrated higher levels of reported screen dependency and academic disengagement. The results support the hypothesis that early parental involvement in media regulation plays a meaningful role in shaping academic habits and cognitive self-regulation. Implications for educational policy, parental guidance, and early intervention programming are discussed, with an emphasis on equity and long-term developmental outcomes.
