My research and teaching is at the interface between developmental science and quantitative methodology. As I began conducting developmental research as a graduate student at St. John's University, I soon learned that the most interesting and important research questions I had could not be answered using common statistical methods. This led me to pursue advanced quantitative training as a postdoctoral fellow at the University of Kansas, and my appreciation of these methods has convinced me of the need to advance developmental methods by (a) promoting best practices for quantitative analysis in developmental science, and (b) using the unique questions pursued by developmental science to spark innovations in quantitative methods.
My work currently pursues three broad goals. First, I seek to advance understanding of social development, often through the application of advanced quantitative methods. Second, I seek to advance methods of quantitative analysis based on the unique research questions relevant to developmental science. Finally, I seek to promote the use of the best quantitative techniques in others’ research, both by informing practicing researchers about these techniques and teaching students about these techniques.
Accepting graduate students: Yes.
My research aims to advance basic scientific understanding of human development so as to inform better prevention and intervention efforts. My content research specifically informs understanding of social development - primarily child and adolescent peer relations and aggression as well as positive developmental science. My quantitative research attempts to improve the tools for scientific understanding of human development more generally.
Please contact Noel Card if you are unable to locate one of the publications listed below.
Card, N. A. (2012). Applied meta-analysis for social science research. New York: Guilford.
Laursen, B., Little, T. D. & Card, N. A. (Eds.) (2012). Handbook of developmental research methods. New York: Guilford.
Card, N. A. (2011). Toward a relationship perspective on aggression among schoolchildren: Integrating social cognitive and interdependence theories. Special issue on theories of violence of Psychology of Violence, 1(3), 188-201.
Russell, S. T., Card, N. A., & Susman, E. J. (2011). Introduction: A decade review of research on adolescence. Journal of Research on Adolescence, 21(1), 1-2.
Card, N. A., Bosch, L. A., Casper, D. M., Wiggs, C. B., Hawkins, S. A., & Borden, L. M. (2011). A meta-analytic review of internalizing, externalizing, and academic adjustment among children of deployed military service members. Journal of Family Psychology, 25(4), 508-520.
Froh, J. J., Emmons, R. A., Card, N. A., Bono, G., & Wilson, J. A. (2011). Gratitude and the reduced costs of materialism in adolescents. Journal of Happiness Studies, 12, 289-302.
Card, N. A. (2010). Antipathetic relationships in child and adolescent development: A meta-analytic review and recommendations for an emerging area of study. Developmental Psychology, 46(2), 516-529.
Casper, D. M., & Card, N. A. (2010). "We were best friends, but...": Antipathetic relationships emerging from broken friendships. Journal of Adolescent Research, 25(4), 499-526.
Card, N. A., & Hodges, E. V. E. (2010). It takes two to fight in school too: A social relations model of the psychometric properties and relative variance of dyadic aggression and victimization in middle school. Social Development, 19(3), 447-469.
Card, N. A., Rodkin, P. C., & Garandeau, C. F. (2010). A description and illustration of the triadic relations model: Who perceives whom as bullying whom? International Journal of Behavioral Development, 34(4), 374-383.
Little, T. D., Card, N. A., Preacher, K. J., & McConnell, E. (2009). Modeling longitudinal data from research on adolescence. In R. M. Lerner & L. Steinberg (Ed.), Handbook of adolescent psychology (3rd ed.) (pp. 15-54). New York: Wiley.
Card, N. A., Stucky, B. D., Sawalani, G. M., & Little, T. D. (2008). Direct and indirect aggression during childhood and adolescence: A meta-analytic review of gender differences, intercorrelations, and relations to maladjustment. Child Development, 79(5), 1185-1229.
Card, N. A., Selig, J. P., & Little, T. D. (Eds.) (2008). Modeling dyadic and interdependent data in the developmental and behavioral sciences. New York: Routledge.
Card, N. A., & Hodges, E. V. E. (2007). Victimization within mutually antipathetic peer relationships. Social Development, 16(3), 479-496.
Card, N. A., & Little, T. D. (2007). Longitudinal modeling of developmental processes. International Journal of Behavioral Development, 31(4), 297-302.
Little, T. D., Bovaird, J. A., & Card, N. A. (Eds.) (2007). Modeling ecological and contextual effects in longitudinal studies. Mahwah, NJ: Lawrence Erlbaum Associates.
Card, N. A., & Hodges, E. V. E. (2006). Shared targets for aggression by early adolescent friends. Developmental Psychology, 42(6), 1327-1338.
Card, N. A., & Little, T. D. (2006). Proactive and reactive aggression in childhood and adolescence: A meta-analysis of differential relations with psychosocial adjustment. International Journal of Behavioral Development, 30(5), 466-480.
Little, T. D., Slegers, D. W., & Card, N. A. (2006). A non-arbitrary method of identifying and scaling latent variables in SEM and MACS models. Structural Equation Modeling, 13(1), 59-72.
Card, N. A., Hodges, E. V. E., Little, T. D., & Hawley, P. H. (2005). Gender effects in peer nominations for aggression and social status. International Journal of Behavioral Development, 29(2), 146-155.
Hodges, E. V. E., & Card, N. A. (Eds.) (2003). Enemies and the darker side of peer relations. New Directions for Child and Adolescent Development, 102.
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