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. Dabrowski identified five areas of intensity-psychomotor, sensual, intellectual, imaginational, and emotional. This study was administered to identify the profile of overexcitability among gifted and talented students. This research was a descriptive and inferential quantitative study conducted in order to see the profile and correlation between the two variables. The study sample consisted of 40 students from a gifted and talented school established in Kolej GENIUS Insan, Universiti Sains Islam Malaysia (USIM), Negeri Sembilan, Malaysia. This study employed Questionnaire-II (OEQ II) to measure overexcitability. The findings of this survey demonstrated that gifted and talented students have a unique personality, and there is a significant relationship at a high level between the gifted and overexcitability. However, people often give a negative impression that these students have behaviour or disciplinary problems. The result of this investigation could help to explain the overexcitability and be able to understand the positive and negative elements that exist in students. Therefore, awareness must be cultivated to enhance selfdevelopment and the skills for overexcitable adaptation in the daily life of these students.

Gifted children certainly have special psychological challenges, but they are unrelated to their giftedness. Rather, giftedness appears to bring complexity to an individual, which, depending on a variety of conditions, can either improve or impede with successful adjustment. The objective of the current research is to identify the level of social anxiety among gifted and talented student. The questionnaire for measuring social anxiety used in this study is the Social Anxiety Scale for Adolescent (SAS-A) by La Greca and Lopez (1998). The results of this study revealed that the respondents had a significantly high level of social anxiety. The researcher suggests that a motivational module be developed to help students comprehend and adapt to the uniqueness of this socioemotional issue of social anxiety among gifted and talented students at the conclusion of this study.