Studies on high intellectual ability (HIA) have traditionally focused on the intellectual abilities that configure it and its functioning, identification, and relation to educational or professional success (Sastre-Riba, 2008). With old conceptual hypotheses now being rejected, HIA and its manifestations of giftedness and talent are approached through a multidimensional vision of competences. These include convergent and divergent cognitive abilities and the structural correlates underlying them, in co-variation with intra-and inter-personal moderating variables, such as motivation or emotional and environmental aspects (Castelló-Tarrida et al., 2019; Dai, 2017). Educational practice and politics influence the need to promote so-called "21st century skills" (Bellanca & Brandt, 2010), which include cognitive and non-cognitive skills, focusing on excellence, ethics, commitment, the common good, and character development (Ambrose & Sternberg, 2016; Fischman & Gardner, 2009; Seligman, 1998). In this regard and considering that high intellectual potentiality is a social capital, Renzulli (2012) highlights the importance of people with HIA committing themselves to society in order to contribute new ideas and solutions to the challenges and difficulties of today's world. Personal characteristics associated with human commitment include "optimism", i.e., hope and positive feelings about hard work, "courage", psychological and intellectual independence and moral conviction, "passion" for a subject or discipline that absorbs and excites "sensitivity" to human issues related to "insight" and