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However, a few studies show that these interests later manifest themselves in career choices and that gender differences exist concerning employment situations (Schlegler et al., 2018). Accordingly, gifted adolescents are more interested in intellectual-research occupations and less interested in social occupations (Sparfeldt, 2006, 2009). Scientific evidence on gifted people in early adulthood is available in vocational training and studies (Stamm, 2004, 2005, 2006 Stamm and Niederhauser, 2008 Badel, 2014). However, in both earlier and current studies and publications of giftedness research, the focus is predominantly on children and adolescents and their support at school (Urban, 2001 Meier et al., 2014 Jost, 2020a, b). This would be extremely unsatisfactory for both the organizations and the gifted individuals themselves. If the negative assumptions about the occupational situation of gifted employees were true, this would be problematic from a resource-oriented point of view, because the potential of the employees underlying the giftedness would not be sufficiently utilized in the occupation (Kinzelmann, 2013).
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There is talk of difficult career biographies (Schwiebert, 2015), problems with colleagues (Schwertfeger, 2013), emotional hypersensitivity (Lovecky, 1986), and general job dissatisfaction (Plucker and Levy, 2001). This is often doubted, especially in the advice literature.
Gifted adults professional#
Highly intelligent or gifted individuals should therefore have a high level of professional success. Additionally, intelligence correlates positively with job satisfaction in most studies (Wulff et al., 2009 Thompson and Lane, 2014 Murtza et al., 2020). Thus, general intelligence predicts occupational performance better than special talents as well as non-cognitive factors such as occupational interest and other personality traits (Hunter, 1986 Ree et al., 1994 Schmidt and Hunter, 1998, 2004 Gottfredson, 2003 Schmidt et al., 2016). A higher expression of general intelligence appears to lead to higher performance in all occupations. Meta-analyses show a higher correlation during training ( r = 0.63) than after training ( r = 0.55), but intelligence remains the best predictor of job performance even with increasing work experience (Schmidt and Hunter, 2004). Numerous meta-analyses show a positive relationship between intelligence and job performance (Hunter, 1986 Schmidt and Hunter, 1998 Gottfredson, 2003 Kuncel et al., 2004 Schmidt, 2009 Wai, 2014 Schmidt et al., 2016 Murtza et al., 2020), where the strength of the relationship may be overestimated due to the methods used (Richardson and Norgate, 2015). Individuals with higher intelligence are more likely to advance professionally and earn higher incomes (Schmidt and Hunter, 2004 Schmidt, 2009). Furthermore, positive correlations of intelligence with occupational status, income, and occupational success are shown (Gottfredson, 2003). Individuals with a higher IQ choose more challenging and socially recognized occupations (Gottfredson, 2003 Schmidt and Hunter, 2004 Herrnstein and Murray, 2010) and intelligence correlates most strongly positively with investigative as well as weakly positively with realistic and weakly negatively with social occupational interest (Sparfeldt, 2006 Pässler et al., 2015). In general, there is a (positive) relationship between intelligence and various aspects of the occupation, in particular occupational choice, occupational status, occupational performance, and occupational satisfaction.
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Based on these findings, implications for practice as well as further research are discussed. Moreover, possible differences between female and male gifted individuals and gifted and non-gifted individuals are analyzed. Results are shown in general for (a) the employment situation and more specific for the occupational aspects (b) career, (c) personality and behavior, (d) satisfaction, (e) organization, and (f) influence of giftedness on the profession. This systematic literature review examines 40 studies with a total of 22 job-related variables. However, previous findings on the occupational situation of gifted adults are mainly known from popular scientific sources in the fields of coaching and self-help groups and confirm prevailing stereotypes that gifted people have difficulties at work. Gifted and highly intelligent individuals should therefore be successful in their careers. A person's intelligence level positively influences his or her professional success.
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