Wrecked by Success? Not to Worry
Bibliographic record
Abstract
We examined the wrecked-by-success hypothesis. Initially formalized by Sigmund Freud, this hypothesis has become pervasive throughout the humanities, popular press, and modern scientific literature. The hypothesis implies that truly outstanding occupational success often exacts a heavy toll on psychological, interpersonal, and physical well-being. Study 1 tested this hypothesis in three cohorts of 1,826 high-potential, intellectually gifted individuals. Participants with exceptionally successful careers were compared with those of their gender-equivalent intellectual peers with more typical careers on well-known measures of psychological well-being, flourishing, core self-evaluations, and medical maladies. Family relationships, comfort with aging, and life satisfaction were also assessed. Across all three cohorts, those deemed occupationally outstanding individuals were similar to or healthier than their intellectual peers across these metrics. Study 2 served as a constructive replication of Study 1 but used a different high-potential sample: 496 elite science/technology/engineering/mathematics (STEM) doctoral students identified in 1992 and longitudinally tracked for 25 years. Study 2 replicated the findings from Study 1 in all important respects. Both studies found that exceptionally successful careers were not associated with medical frailty, psychological maladjustment, and compromised interpersonal and family relationships; if anything, overall, people with exceptionally successful careers were medically and psychologically better off.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.005 |
| Science and technology studies | 0.002 | 0.002 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.003 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.035 | 0.002 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".