Objectives Highly intellectually gifted adults seem to be at a higher risk for existential crisis. However, not much is known about what contributes to their life meaning and/or well-being. This study examined if self-compassion may be a resource leading to a happy and/or meaningful life, or vice versa. Methods Cross-lagged associations between meaningfulness, subjective well-being, and self-compassion were examined. Additionally, we tested for differences concerning these constructs between the gifted and general population. One hundred highly intellectually gifted adults (55% female; mean age 43 ± 9 years) participated in a two-wave (4 years) online study with a cross-lagged design.

Meaning in life has been found to be of particular importance for the subjective well-being of intellectually gifted individuals. However, there is a lack of research about what contributes to gifted adults’ meaning in life and how it could be enhanced. This study examined if the devotion of one’s gift or talent to the well-being of others—i.e., the source of meaning “generativity”—would lead to a sense of meaning and, in further consequence, result in higher subjective well-being over time. Furthermore, we hypothesized that the effect of meaningfulness on subjective well-being was conditional on trait self-control. Longitudinal data of two gifted groups was obtained via an online study: 100 intellectually gifted individuals (55% female; mean age 43 ± 9 years) and 52 high academic achievers (29% female; mean age 57 ± 14 years). The former group experienced significantly lower levels of meaningfulness (p = 0.001, η2 = 0.076), self-control (p < 0.001, η2 = 0.090), and generativity (p = 0.025, η2 = 0.034) than the latter. As expected, the actualization of generative orientations in life enhanced both gifted groups’ meaningfulness and, in further consequence, their subjective well-being over time. Furthermore, the positive association between life meaning and subjective well-being was enhanced by trait self-control among the intellectually gifted but not among the high academic achievers. However, as proposed, the latter’s subjective well-being was strongly related to self-control. Results highlight that a generative orientation can help gifted individuals to advance a personal sense of meaning and happiness over time. In this context, intellectually gifted individuals appear to particularly benefit from self-control. Consequently, the intrinsic willpower to subdue inner responses, emotions as well as undesired behaviors might strengthen the positive effect between sources of meaning, life meaning, and subjective well-being.

Meaning in life is positively associated with mental and physical health, while a crisis of meaning is a painful existential state that is defined as a perceived lack of meaning. An earlier study has shown that academically high-achieving adults mostly experience existential fulfilment, while intellectually gifted adults have a disproportionally high risk of suffering from a crisis of meaning, which can weaken their potential fulfilment in life. To uncover the underlying mechanisms of how an existential crisis affects gifted adults’ mental health, this study examines the longitudinal relationship between crisis of meaning and subjective well-being via two mediators: self-control and resilience. A multiple mediation model was tested with longitudinal data (two times of measurement) of two gifted groups: intellectually gifted adults (HIQ; N = 100; 55% female) and academically high-achieving adults (HAA; N = 52; 29% female). Results suggest group differences: HIQ had higher crisis of meaning and lower self-control than the HAA. HIQ’s resilience (but not their self-control) and HAA’s self-control (but not their resilience) mediated the relationship between crisis of meaning and subjective well-being. These findings give initial insights about the distinct psychological needs of gifted adults and their different paths toward subjective well-being. These insights can be applied in future giftedness research, talent development programs, or counseling to support gifted individuals in living up to their potential. Thus, HIQ could benefit particularly from supporting their ability to cope with adversity, while HAA could benefit particularly from strengthening their willpower to modify undesired emotions, behaviors, and desires.