Fragmentation of academic risk assessment and perception: bibliographic review and experimental design in financial education

Resumo

[Problem Statement] This research addresses how cognitive biases, especially loss aversion, affect the well-being and motivation of university students in economics and finance degree programmes, depending on the design of the assessment system.

[Novelty and originality of the research] The originality lies in applying Prospect Theory to the educational context, proposing that assessment fragmentation can act as a mechanism for emotional and cognitive regulation.

[General objective] The main objective is to explore, through a bibliometric review, the relationship between behavioural economics, student well-being and assessment strategies in financial education, as a basis for future empirical research.

[Method] A structured review of 167 articles indexed in Scopus and Web of Science was conducted, following PRISMA criteria and using tools such as VOSviewer for co-occurrence analysis.

[Research design] The research is structured in three phases: identification of thematic trends, analysis of relevant cognitive biases, and proposal of an experimental design for a second empirical phase.

[Main findings] The results suggest that fragmented assessment reduces the emotional impact of perceived academic loss, improves subjective well-being, and increases student satisfaction. A field study with two groups of students, assessed using validated scales of well-being and satisfaction, is proposed to test these hypotheses.