Introduction
Giftedness is often associated with high academic performance and advanced intellectual development. However, gifted individuals present distinct emotional, behavioral and cognitive characteristics, often manifested in higher than average intensities. One of the fundamental concepts in the characterization of such individuals is that of overexcitabilities, described by Kazimierz Dabrowski. This study investigates the prevalence and profiles of these overexcitabilities in gifted students, contributing to a better understanding of their educational and psychosocial implications.
Methodology
A quantitative study was conducted involving 335 gifted students, aged 10 to 15 years, participating in a special academic program in Malaysia. Data collection used the translation of the Overexcitabilities Questionnaire II (OEQII), an instrument developed by Falk, Lind, Miller, Piechowski and Silverman (1999). The questionnaire assessed five domains of overexcitability: psychomotor, sensory, imaginative, intellectual and emotional. Internal consistency was assessed using Cronbach’s alpha coefficient, presenting values above 0.75 for all domains. Statistical analysis included K-Means clustering to classify overexcitability profiles.
Results
An analysis revealed that 88% of the students had at least one high level of overarousal. The participants were categorized into four distinct profiles:
Profile 1 (26% of students): Predominance of imaginative overexcitability, associated with high creativity and a propensity to get lost in imaginary worlds.
Profile 2 (23%): High overexcitability in all domains, demonstrating intense reactions to cognitive, emotional and sensory stimuli.
Profile 3 (24%): Predominance of psychomotor overexcitability, characterized by restlessness, impulsiveness and excessive energy.
Profile 4 (26%): Low overexcitability in all domains, showing that not all gifted individuals present traits of hypersensitivity.
Discussion
The findings corroborate Dabrowski’s theory, demonstrating that overexcitability is a recurrent characteristic in gifted individuals, but its manifestation varies significantly. Individuals in Profile 2 may face challenges in emotional regulation and social adaptation due to the intensity of their responses to stimuli. On the other hand, Profile 3 individuals often exhibit hyperactive behavior, and may be mistakenly reported as having disorders such as ADHD. Those belonging to Profile 1, on the other hand, present remarkable creativity, but are at risk of demotivation in unstimulating environments. Profile 4, in turn, demonstrates the existence of gifted individuals with less emotional and cognitive sensitivity, demystifying the notion that overexcitability is universal in these individuals.
Conclusion
The results highlight the importance of differentiated educational support, adapted to the different profiles of overexcitability. Practical pedagogical strategies should consider the need for creative stimulation for students in Profile 1, emotional regulation for those in Profile 2, structured physical activities for students in Profile 3 and academic challenges aimed at those in Profile 4. The study reinforces the importance of early identification and adequate support to optimize the development of gifted students, promoting their emotional well-being and academic success.
Reference :
ALIAS, A.; RAHMAN, S.; ABD MAJID, R.; MOHD YASSIN, SF Dabrowski’s Overexcitabilities Profile among Gifted Students. Asian Social Science, vol. 9, no. 16, p. 120-130, 2013. Available at: http://dx.doi.org/10.5539/ass.v9n16p120. Accessed on: [date of access].
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