Department of Psychology

Elizabeth J. Parks-Stamm Ph.D.

Part-Time Assistant Professor of Psychology

Office Location

Remote

Faculty Office Hours Summer 2022

by appointment

Phone

Please email

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

Profile

 

Teaching Fall 2022

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

Tharp, D. & Parks-Stamm, E. J. (2021). Gender differences in the intended use of parental leave: Implications for human capital development. Journal of Family and Economic Issues, 42, 47-60.  https://doi.org/10.1007/s10834-020-09722-8

Parks-Stamm, E. J., Henson, E.N.*, & Martiny, S. E. (2021). Girls’ perception of their mothers at work and home: Warm does not mean weak. British Journal of Developmental Psychology, 39(3), 341-346. https://doi.org/10.1111/bjdp.12364  *USM student

Martiny, S. E., Thorsteinsen, K., Parks-Stamm, E. J., Olsen, M. & Kvalø, M. (2021). Children’s well-being during the Covid-19 pandemic: Relationships with attitudes, family structure, and mothers’ well-being. European Journal of Developmental Psychology. https://doi.org/10.1080/17405629.2021.1948398

Tharp, D. T., Parks-Stamm, E. J., Lurtz, M., & Kitces, M. (2021). Exploring gender differences in marriage and parental income premiums among financial advisors. Journal of Family and Economic Issues. https://doi.org/10.1007/s10834-021-09766-4

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, https://doi.org/10.3389/fpsyg.2020.633265

Tharp, D. T., Parks-Stamm, E. J., Lurtz, M., & Kitces, M.  2021). Gender differences in COVID-19-related stress and relationships with life satisfaction among financial advisors. Financial Planning Review. https://doi.org/10.1002/cfp2.1129

Thorsteinsen, K., Parks-Stamm, E. J., Olsen, M., Kvalø, M., & Martiny, S. E. (2021). The impact of Covid-19-induced changes at schools on elementary students' school engagement. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2021.687611

Tharp, D. T. & Parks-Stamm, E. J. (2021). Examining gender differences in predictors of financial satisfaction: Evidence from Taiwan. Journal of Consumer Affairs. https://doi.org/10.1111/joca.12415 

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, https://doi.org/10.3389/fpsyg.2020.633265

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. https://doi.org/10.1007/s10834-020-09722-8

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. https://doi.org/10.1037/rel0000280

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. https://doi.org/10.1177/0033294119860261

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.  https://doi.org/10.1007/s11199-017-0859-3 [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. https://doi.org/10.1111/bjet.12512 [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. https://doi.org/10.1037/xge0000344 [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. https://doi.org/10.1123/jsep.2014-0284 [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. https://doi.org/10.1016/j.jesp.2010.02.004 [pdf available here]