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Brilliant: But What For? Meaning and Subjective Well-Being in the Lives of Intellectually Gifted and Academically High-Achieving Adults

Author

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  • Edith Pollet

    (Innsbruck University)

  • Tatjana Schnell

    (Innsbruck University)

Abstract

Not much is known today about relationships between giftedness and well-being, particular among adults. The present article examined if highly gifted people manage to live meaningful and happy lives in their adult years. Two aspects of giftedness were taken into account: intellectual giftedness, and academically high achievement. Representatives of both groups were compared with each other and a control group with regard to meaningfulness and subjective well-being, respectively. Furthermore, predictors for both facets of well-being were examined. The sample consisted of 198 Intellectually Gifted, 141 academically High Achievers, and 136 control subjects. Results: High Achievers showed degrees of meaningfulness and subjective well-being that were comparable to those of the control group. The Intellectually Gifted, however, reported significantly lower values in both facets of well-being. Results of hierarchical multiple regressions indicated that Intellectually Gifted and High Achievers follow a different path towards meaningfulness and subjective well-being. Among the Intellectually Gifted, generativity is the strongest predictor for meaningfulness, whereas for the High Achievers, meaningful work is most central to their meaningfulness. As regards subjective well-being, self-compassion was established as the strongest predictor for the Intellectually Gifted, whereas development was the most important predictor for the High Achievers.

Suggested Citation

  • Edith Pollet & Tatjana Schnell, 2017. "Brilliant: But What For? Meaning and Subjective Well-Being in the Lives of Intellectually Gifted and Academically High-Achieving Adults," Journal of Happiness Studies, Springer, vol. 18(5), pages 1459-1484, October.
    • Handle: RePEc:spr:jhappi:v:18:y:2017:i:5:d:10.1007_s10902-016-9783-4
    DOI: 10.1007/s10902-016-9783-4
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    References listed on IDEAS

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    Cited by:

    1. Ana María Casino-García & Josefa García-Pérez & Lucía Inmaculada Llinares-Insa, 2019. "Subjective Emotional Well-Being, Emotional Intelligence, and Mood of Gifted vs. Unidentified Students: A Relationship Model," IJERPH, MDPI, vol. 16(18), pages 1-18, September.
    2. Matthew D. Deeg & Douglas R. May, 2022. "The Benefits to the Human Spirit of Acting Ethically at Work: The Effects of Professional Moral Courage on Work Meaningfulness and Life Well-Being," Journal of Business Ethics, Springer, vol. 181(2), pages 397-411, November.
    3. Lucía I. Llinares-Insa & Ana M. Casino-García & Josefa García-Pérez, 2020. "Subjective Well-Being, Emotional Intelligence, and Mood of Parents: A Model of Relationships. Impact of Giftedness," Sustainability, MDPI, vol. 12(21), pages 1-22, October.

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