Dabrowski’s Overexcitabilities Profile among Gifted Students

Abstract

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.

Invariância Fatorial e Normatização das Escalas de Sobre-Excitabilidade

“…Destaca-se que os padrões de SE estão fortemente associados às características desse grupo de pessoas (Carman, 2011;Siu, 2010). E, desde a criação da TDP, diversos estudos têm demonstrado que indivíduos com D&T tendem a exibir níveis mais elevados de SE em um ou mais padrões (Alias, Rahman, Majid, & Yassin, 2013;Carman, 2011;Harrisson & Haneghan, 2011;He, Wong, & Chan, 2017, Siu, 2010.…”

The Relationship Between Perfectionism and Overexcitabilities in Gifted Adolescents

“…A greater understanding could also lead to the development of targeted coping strategies, specific to OEs. These could help students to control and channel said intensities and sensitivities in a positive, productive, and meaningful way (Alias, Rahman, Majid, & Yassin, 2013). What if, instead of thinking about these intensities as liabilities, educators viewed them as assets (Alias et al, 2013)?…”

Dotação Intelectual: Comparações entre Avaliação por Teste e Nomeação por Pais

“…Diversos estudos têm demonstrado que pessoas com dotação tendem a apresentar níveis elevados de SE, em um ou mais padrões (p. ex., intelectual, emocional, sensorial, imaginativo e/ou psicomotor) (Alias, Rahman, Majid, & Yassin, 2013;Al-Onizat, 2013;Carman, 2011;Siu, 2010). Entretanto, a SE Intelectual, mais especificamente, tem sido observada em indivíduos que foram identificados como possuidores de dotação intelectual apenas por testes (Siu, 2010;Van den Broeck, Hofmans, Cooremans, & Staels, 2014;Wirthwein & Rost, 2011) ou em processos com múltiplos informantes e múltiplas fontes de informação (Harrisson & Haneghan, 2011;Tieso, 2007).…”