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Belfi, B

Barbara Belfi works as a research leader at the Research Centre for Education and the Labour Market (ROA). She holds a Master’s degree in Cognitive Psychology (Maastricht University, 2006) and  Educational Sciences (KU Leuven, 2009, Cum Laude). In 2015, she obtained her PhD in Educational Sciences at the KU Leuven on the cognitive and non-cognitive effects of school composition. Her scholarly work has appeared in  journals such as the Educational Research Review, the British Educational Research Journal, Teaching and Teacher Education, and the British Journal of Educational Psychology. Her main research interests are: socio-economic, ethnic, and gender inequalities in education and the labour market, skill development, 21st century skills, and group compositional effects.

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Recent Publications

  • Belfi, B., Goos, M., De Fraine, B., & Van Damme, J. (2012). The effect of class composition by gender and ability on secondary school students' school well-being and academic self-concept: A literature review. Educational Research Review, 7(1), 62-74. https://doi.org/10.1016/j.edurev.2011.09.002
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  • Belfi, B., Goos, M., Pinxten, M., Verhaeghe, J. P., Gielen, S., De Fraine, B., & Van Damme, J. (2014). Inequality in language achievement growth? An investigation into the impact of pupil socio-ethnic background and school socio-ethnic composition. British Educational Research Journal, 40(5), 820-846. https://doi.org/10.1002/berj.3115
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  • Belfi, B. E., Gielen, S., de Fraine, B., Verschueren, K., & Meredith, C. (2015). School-based social capital: The missing link between schools' socioeconomic composition and collective teacher efficacy. Teaching and Teacher Education, 45, 33-44. https://doi.org/10.1016/j.tate.2014.09.001
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  • Belfi, B., Haelermans, C., & de Fraine, B. (2016). The long-term differential achievement effects of school socioeconomic composition in primary education: A propensity score matching approach. British Journal of Educational Psychology, 86(4), 501-525. https://doi.org/10.1111/bjep.12120
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  • Belfi, B. E., Levels, M., & van der Velden, R. K. W. (2015). De jongens tegen de meisjes : een onderzoek naar verklaringen voor verschillen in studiesucces van jongens. (ROA Reports; No. 005). Maastricht: Research Centre for Education and the Labour Market.
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  • Allen, J., Belfi, B., & Mommers, A. (2017). Van startende kunstenaar tot gevorderde: De loopbaanontwikkeling van kunstenaars in de eerste vijf jaren na afstuderen. (ROA reports; No. 006). Research Centre for Education and the Labour Market.
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  • Allen, J., Belfi, B., & Mommers, A. (2016). Van starter tot gevorderde: De loopbaanontwikkeling van hbo’ers in de eerste vijf jaren na afstuderen. (ROA Reports; No. 006). Research Centre for Education and the Labour Market.
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  • Allen, J., & Belfi, B. (2018). Wie A zegt, zegt ook B? Opleidingsoordelen van HBO-studenten en afgestudeerden nader vergeleken. (ROA Reports; No. 002). Research Centre for Education and the Labour Market.
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  • Belfi, B., Allen, J., van Eldert, P., de Grip, A., Künn, A., Peeters, T., & Poulissen, D. (2018). Schoolverlaters in crisistijd: Gevolgen voor leren en de vroege loopbaan. (ROA Reports; No. 007). Research Centre for Education and the Labour Market.
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  • Belfi, B., Allen, J., Jacobs, B., & van Oosterhout, K. (2018). Gelijke monniken, gelijke kappen: Man-vrouwverschillen in loopbaanontwikkeling. THEMA, 25(5), 52-55.
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