Department of Psychology

Elizabeth J. Parks-Stamm Ph.D.

Part-Time Assistant Professor of Psychology

Office Location

506 Science (A-wing)

Faculty Office Hours Summer 2021

by appointment



Academic Degrees

  • New York University, Ph.D. in Social, Personality, & Organizational Psychology 2009
  • New York University, M.A. in Psychology, 2006
  • Dartmouth College B.A. with High Honors, 2001


Teaching Fall 2021 

PSY 230 Social Psychology (In-person)

PSY 319 Self-Regulation (In-person)


Elizabeth J. Parks-Stamm, Ph.D. is a part-time Assistant Professor of Psychology at the University of Southern Maine. She received her undergraduate degree from Dartmouth College in 2001 and her Ph.D. in Social, Personality, and Organizational Psychology from New York University in 2009. Her research interests include action planning, self-regulation, and the impact of gender stereotypes on the evaluation and performance of women. 



Research Interests

 self-regulation, gender stereotypes, bias, social interaction

Recent Publications


Parks-Stamm, E. J., Henson, E.N*., & Martiny, S. E. (in press). Girls’ perception of their mothers at work and home: Warm does not mean weak. British Journal of Developmental Psychology. *USM Psychology student*

Zhang, K., Wu, S., Xu, Y., Cao, W., Goetz, T., & Parks-Stamm, E. J. (2021). Adaptability promotes student engagement under COVID-19: The multiple mediating effects of academic emotion. Frontiers in Psychology, 11,

Tharp, D. & Parks-Stamm, E. J. (2020). Gender differences in the intended use of parental leave: Implications for human capital development. Journal of Family and Economic Issues.

Parks-Stamm, E. J., Pollack, J. S., & Hill, D. R. (2020). The impact of prayer direction on emotional and cognitive responses to personal problems. Psychology of Religion and Spirituality, 12(4), 471-474.

Mendoza, S. A. & Parks-Stamm, E. J. (2020). Embodying the police: The effects of enclothed cognition on shooting decisions. Psychological Reports, 123(6), 2353-2371.

Soltanpanah, J., Parks-Stamm, E. J., Martiny, S. M., & Rudmin, F. (2018). A cross-cultural examination of the relationship between egalitarian gender role attitudes and life satisfaction. Sex Roles, 79, 50-58. [pdf available here]

Parks-Stamm, E. J., Zafonte, M., & Palenque, S. M. (2017). The effects of instructor participation and class size on student participation in an online class discussion forum. British Journal of Educational Technology, 48, 1250-1259. [pdf available here]

 Martiny-Huenger, T., Martiny, S. E., Parks-Stamm, E. J., Pfeiffer, E., & Gollwitzer, P. M. (2017). From conscious thought to automatic action: A simulation account of action planning. Journal of Experimental Psychology: General, 146, 1513-1525. [pdf available here]

 Martiny, S. E., Gleibs, I. H., Parks-Stamm, E. J., Martiny-Huenger, T., Froehlich, L., Harter, A.-L.& Roth, J. (2015). Dealing with negative stereotypes in sports: The role of cognitive anxiety when multiple identities are activated in sensorimotor tasks. Journal of Sports and Exercise Psychology, 37(4), 379-392. [pdf available here]

 Parks-Stamm, E. J., Oettingen, G., & Gollwitzer, P. M. (2010). Making sense of one’s actions in an explanatory vacuum: The interpretation of nonconscious goal striving. Journal of Experimental Social Psychology, 46, 531-542. [pdf available here]

 Parks-Stamm, E. J., Gollwitzer, P. M., & Oettingen (2010). Implementation intentions and test anxiety: Shielding academic performance from distraction. Learning and Individual Differences, 20, 30-33. [pdf available here]

 Parks-Stamm, E. J., Heilman, M. E., & Hearns, K. A. (2008). Motivated to penalize: Women’s strategic rejection of successful women. Personality and Social Psychology Bulletin, 34, 237-247. [pdf available here]