![]() ![]() Thus, we adopted Wirthwein’s ( 2010) distinction of giftedness as a fundamental skill (potential) and giftedness as true high performance. 392), we believe that a dual conceptualization of giftedness may enhance the knowledge about gifted individuals. Because it is not only about “the level of our intelligence but what we achieve with this intelligence” (Sternberg et al. 2013 Wirthwein and Rost 2011b) that intellectually gifted and high achieving individuals are overlapping but distinct groups. In light of these findings, we share the view (e.g. These results also imply that intellectually gifted individuals are not necessarily highly achieving individuals, and individuals with outstanding achievements are not necessarily intellectually gifted. Instead, non-cognitive factors, such as motivation, endurance, family environment, school support systems, and personality characteristics seem mainly responsible for high academic and occupational achievement (Reis and McCoach 2000 Schneider 2000). According to Schneider ( 2000), individual differences in intellectual abilities are not the crucial determinant for exceptional performances in later life. As regards occupational achievement, the picture is similar. ![]() But even though the importance of intelligence as a predictor for achievement is undisputable, research also shows that “there is still anywhere from 51 to 75 % of the variance in academic achievement that is unaccounted for by measures of general cognitive ability alone” (Rohde and Thompson 2007, p. 2008 Rohde and Thompson 2007) as well as occupational success (e.g. They revealed a medium to strong correlation between intellectual abilities and academic achievement (e.g. Numerous studies have focused on the relationship between intelligence and achievement. Awards, honors, recognitions by evaluators and colleagues or high achievement test performance are commonly used to operationalize (outstanding) achievement (Ziegler and Raul 2000). In comparison to intellectual giftedness, no universally agreed definition of outstanding achievement exists. Another criterion often engaged to define the gifted, is achievement (Preckel and Vock 2013 Ziegler and Raul 2000). In most cases, individuals with an IQ of at least 130-that is scoring at or above the 98th percentile on a general intelligence test-are labeled as intellectually gifted (Rost 2013). Despite this common problem of operationalization, most authors agree that high general intelligence is a/the core criterion of intellectual giftedness (e.g. 2005 Renzulli 2005), other authors argue for a unidimensional conceptualization (e.g. Whereas some authors define giftedness as a multidimensional construct (e.g. In the literature, different conceptions of giftedness are used (cf. 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. Among the Intellectually Gifted, generativity is the strongest predictor for meaningfulness, whereas for the High Achievers, meaningful work is most central to their meaningfulness. Results of hierarchical multiple regressions indicated that Intellectually Gifted and High Achievers follow a different path towards meaningfulness and subjective well-being. ![]() The Intellectually Gifted, however, reported significantly lower values in both facets of well-being. Results: High Achievers showed degrees of meaningfulness and subjective well-being that were comparable to those of the control group. The sample consisted of 198 Intellectually Gifted, 141 academically High Achievers, and 136 control subjects. Furthermore, predictors for both facets of well-being were examined. Representatives of both groups were compared with each other and a control group with regard to meaningfulness and subjective well-being, respectively. Two aspects of giftedness were taken into account: intellectual giftedness, and academically high achievement. The present article examined if highly gifted people manage to live meaningful and happy lives in their adult years. Not much is known today about relationships between giftedness and well-being, particular among adults. ![]()
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