ABSTRACT In this study, we examined the perceptions of over 1,600 gifted and typically developing (not identified as gifted) secondary students from South Korea and the USA to identify gifted adolescents’ preferred modes of social purpose, interest in and engagement with their communities, and actual commitment to societal improvement. We then examined the extent to which their social purpose varied with gifted identification status and students’ cultural background. Gifted students identified actualized purpose as their preferred mode of expressing social purpose, while typically developing students favored self-oriented life goals. The gifted students also had a stronger interest in social matters and showed a greater awareness of social and civic engagement than the nonidentified students did. Among the gifted students, Korean students expressed a stronger belief in prosocial behaviors and reported a greater commitment to what they believed important for society. In contrast, the American adolescents behaved in accordance with their expressed values. Both perceived social purpose and commitment to their communities and society predicted students’ life satisfaction regardless of cultural affiliation. Discussion focuses on differences in the degree of prosocial intention and engagement between the gifted and typical students, and personal and societal values that may help explain the differences we observed in social purpose among the gifted students from the two different nations.

中文翻译：

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有学识的青少年的社会目的

摘要在本研究中，我们研究了来自韩国和美国的1,600多名有天赋的和典型的发展中（未确定为有天赋的）中学生的看法，以识别有天赋的青少年的社会目的，对社区的兴趣和参与以及他们与社区的互动的首选方式。对改善社会的实际承诺。然后，我们研究了他们的社会目的在多大程度上随天赋的身份和学生的文化背景而变化。资优学生将实现的目标确定为表达社会目标的首选方式，而发展性学生通常偏向自我导向的生活目标。与那些身份不明的学生相比，资优学生对社会事务的兴趣也更强，对社交和公民参与的意识也更高。在资优学生中，韩国学生对亲社会行为表达了更强烈的信念，并报告了对他们认为对社会重要的事物的更大承诺。相比之下，美国青少年的行为则与他们表达的价值观一致。无论文化背景如何，感知到的社会目的以及对社区和社会的承诺都可以预测学生的生活满意度。讨论的重点是资优生与典型学生之间亲社会意向和参与程度的差异，以及个人和社会价值观，这可能有助于解释我们观察到的来自两个国家的资优学生在社会目的方面的差异。美国青少年的行为符合他们所表达的价值观。无论文化背景如何，感知到的社会目的以及对社区和社会的承诺都可以预测学生的生活满意度。讨论的重点是资优生与典型学生之间亲社会意向和参与程度的差异，以及个人和社会价值观，这可能有助于解释我们观察到的来自两个国家的资优学生在社会目的方面的差异。美国青少年的行为符合他们所表达的价值观。无论文化背景如何，感知到的社会目的以及对社区和社会的承诺都可以预测学生的生活满意度。讨论的重点是资优生与典型学生之间亲社会意向和参与程度的差异，以及个人和社会价值观，这可能有助于解释我们观察到的来自两个国家的资优学生在社会目的上的差异。