Matthew Fritz, Ph.D. Assistant Professor of Educational Psychology

Dr. Matthew Fritz is an Assistant Professor in the Quantitative, Qualitative, and Psychometric Methods (QQPM) program in the Department of Educational Psychology and a Faculty Affiliate of the Nebraska Center for Research on Children, Youth, Families and Schools. Prior to his appointment at UNL, he was an Assistant Professor in the Department of Psychology at Virginia Polytechnic Institute and State University (Virginia Tech) in Blacksburg, VA for 5 years. Fritz received his bachelor’s in psychology, with a minor in statistics, from Oregon State University and his master's and doctoral degrees in quantitative psychology, with a certificate in applied statistics, from Arizona State University.

Dr. Fritz’s main areas of interest in quantitative methods are statistical mediation analysis, longitudinal data, and nonlinear models. The motivation for advancing these methods is to better understand the causal mechanisms through which prevention interventions change behavior in order to improve the development, evaluation, and overall efficacy of these interventions, especially those related to substance use. Fritz is an investigator on grants from the National Institutes on Drug Abuse, Estimating Mediation Effects in Prevention Research, and the National Institutes of Health, Reaching and Motivating Change in Teen Marijuana Smokers. For more information, see his website.

In addition to chapters in the Annual Review for Psychology and the Handbook of Developmental Research Methods, Fritz’s work has appeared in top-tier journals including Multivariate Behavioral Research, Prevention Science, Psychological Science, Behavior Research Methods, and the Journal of Experimental Psychology: Human Perception and Performance. He is an editorial board member for the Journal of School Psychology and Evaluation & the Health Professions. Due to this work, he was invited to give a workshop on Mediation and Moderation Analysis for the Summer Statistics Workshop series sponsored by the Research, Measurement, and Statistics program in the Department of Educational Psychology at the Texas A&M University.