Overexcitability and Correlation to the Student's High Academic Achievement and Creative Abilities

Abstract

The purpose of the study was to identify the Dabrowski's Overexcitabilities dimensions and their correlation to students' academic achievement and creative ability. The study investigates whether there are statistical significant differences between students' scores on the dimensions of Overexcitability scale, regarding the interaction with the scores of academic achievement and creative abilities. The study sample consisted of (310) gifted and non- gifted, female students, randomly selected from undergraduate college students. The student's average age was (22.6) years old. Torrance test of creative thinking (TTCT) and the Scale of Overexcitability Questionnaire (OEQ11) were used. The results indicated that (a) there are statistically significant correlation (p>0.05) between the students' scores on the Dimensions of Overexcitabilities (Intellectual) and the student's academic achievement scores (b) there are statistically significant correlation (p>0.05) between the Dimensions of Overexcitabilities (Sensual) and the student's creative abilities (originality / total scores of creativity). (c) there are no statistically significant differences between the students' scores on the dimensions of Overexcitabilities scale, regarding the interaction with the scores of students' academic achievement and creative abilities The researcher recommends providing the gifted and creative students with programs and activities related to the concept of overexcitability, and urges the researchers to do further studies concerning gifted and creative students.