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This study was conducted to identify the overexcitabilities profile of gifted students. The Dabrowski's concept of overexcitabilities is the heightened intensity and sensitivity displayed in the gifted students' behaviours when responding to the stimuli in the environment. These characteristics give a negative impression that these students have behaviour or disciplinary problems. Dabrowski had identified five domains of overexcitabilities which are psychomotor, sensual, imagination, intellectual and emotional. The presence of overexcitabilities in gifted students is measured by using the Self-Assessment Overexcitabilities instrument. The findings showed that 88% of the gifted students have at least one high level of overexcitabilies. The findings also identified four profiles of gifted students' overexcitabilities which displayed very distinct level of intensities across the five domains. The profiles' characteristics are (i) Profile 1 -high imagination; (ii) Profile 2 -all domains are high; (iii) Profile 3 -high psychomotor, (iv) Profile 4 -all domains are low. It also showed that not all gifted students have high overexcitabilies as proven by Profile 4. It is concluded that, even though the gifted students have almost the same level of intelligence, but they have different characteristics of overexcitabilities.

This study was aimed to identify the relationship between problem solving skills, metacognitive awareness, and mathematics achievement as well as to identify the role of metacognitive awareness as a mediator. This study involved a total of 333 Form Four students from ten secondary schools in Malaysia. Data were collected using questionnaires, while information about mathematics achievement was provided by the school management. Data were analyzed using the Structural Equation Modeling (SEM) technique. Results indicated that all variables correlated significantly with each other, while path analysis revealed the mediation effect of metacognitive awareness between problem solving skills and mathematics achievement. The findings suggest the importance of problem solving skills in influencing secondary school students' mathematics achievement through the development of metacognitive awareness.