How Undergraduate Students Think of Success and Field-Specific Ability Beliefs in Their Fields

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Abstract

Building on prior research on field-specific ability beliefs (FABs)—the belief that certain fields require brilliance to succeed—this study examines how undergraduates interpret success-related terms used in FABs measures. While FABs scales were originally developed for graduate students and faculty, undergraduates may define success differently due to limited field exposure. We conducted cognitive interviews with undergraduates (N = 21) to explore interpretations of terms such as “success,” “top scholar,” and “top student.” Qualitative results revealed three categories of success, with 10 distinct themes. Findings highlight potential misalignments between existing FABs measures and undergraduate experiences and offer insights for refining these measures to better reflect how undergraduates conceptualize success.

Authors

• Yiqiu Yan, University of Texas at Austin

• Loryn Bailey, Texas A&M University

• Katherine M. Muenks, University of Texas at Austin