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

[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 findings from the reviewed literature suggest that breaking the assessment down into smaller parts may help to reduce the emotional impact of perceived academic failure and may be associated with higher levels of subjective well-being and 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.