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Learning to win by fearing to lose: The surprising power of loss aversion in education

Author

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  • Ertl, Antal
  • Holb, Éva
  • Bakó, Barna

Abstract

This study investigates the impact of loss-aversion framing on student performance in a higher education context through a field experiment. Participants were assigned to three treatment groups: traditional gain-framed scoring, loss-framed scoring, and a hybrid approach combining both. The findings suggest that loss-framing consistently improves academic performance throughout the semester and on final assessments. Furthermore, the effect of loss-framing does not diminish over time. The study also finds no evidence of heterogeneous impacts based on gender or academic ability, indicating that this approach offers a practical and effective method for improving educational outcomes.

Suggested Citation

  • Ertl, Antal & Holb, Éva & Bakó, Barna, 2026. "Learning to win by fearing to lose: The surprising power of loss aversion in education," Journal of Economic Behavior & Organization, Elsevier, vol. 246(C).
    • Handle: RePEc:eee:jeborg:v:246:y:2026:i:c:s0167268126001551
    DOI: 10.1016/j.jebo.2026.107569
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    JEL classification:

    • C80 - Mathematical and Quantitative Methods - - Data Collection and Data Estimation Methodology; Computer Programs - - - General
    • C90 - Mathematical and Quantitative Methods - - Design of Experiments - - - General
    • D91 - Microeconomics - - Micro-Based Behavioral Economics - - - Role and Effects of Psychological, Emotional, Social, and Cognitive Factors on Decision Making

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