Cognitive dynamics of giftedness: Exploring brain dominance and overexcitability in high-achieving students

Abstract

This study aimed to examine differences in intellectual, emotional, and imaginative overexcitabilities based on brain dominance. It also explored the potential interaction effects between brain dominance, sex, and academic discipline among gifted university students. A cross-sectional design was used with a sample of 202 academically gifted students selected from a larger group of 1,280 students across public universities. Participants came from various academic fields, including medicine, science, engineering, social sciences, and humanities. Two self-report measures were used to assess overexcitabilities and brain dominance. Findings showed significant sex differences in emotional overexcitability with female students reporting higher levels. Students in engineering and science disciplines showed higher scores in intellectual and emotional overexcitabilities. However, no significant interaction effects were found between brain dominance and either sex or academic major.The study highlights the role of sex and academic field in shaping overexcitability patterns, while brain dominance alone showed limited influence. These results may help guide educational and psychological support strategies for gifted learners.