• Hernández-Torrano, D., Bessems, K., Buijs, G., Lassalle, C., Datema, W., et al. (in press). Health promotion in the school context: A scientific mapping of the literature. Health Education. https://doi.org/10.1108/HE-09-2023-0099

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• Gafu, G., Hernández-Torrano, D., Terlikbayeva, N., & Zhanseitova, A. (in press). Mapping the landscape of SDG research in Kazakhstan: A machine learning–based approach. Journal of the Knowledge Economy. https://doi.org/10.1007/s13132-024-02543-2

 

• Taibolatov, K., Courtney, M., Zhapparova, A., & Hernández-Torrano, D. (2025). The dimensionality of emotional intelligence: Evidence for a four-factor self-other understand-manage model for Central Asian adolescents. Anales de Psicología, 41(1), 105-117. https://doi.org/10.6018/analesps.585391

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• Hernández-Torrano, D., & Ibrayeva, I. (2024). Who feels good at university? Exploring the Prevalence, Profiles, and Determinants of Mental Health in Higher Education Students Using a Person-Centered Approach. The Asia-Pacific Education Researcher. https://doi.org/10.1007/s40299-024-00839-0

 

• Makhamadiyeva, S., & Hernández-Torrano, D. (2024). Adaptive learning to maximize gifted education. Teacher perceptions, practices, and experiences. Journal of Advanced Academics. https://doi.org/10.1177/1932202X241253166

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• Tussupbekova, G., Hernandez-Torrano, D., & Helmer, J. (2024). Empowering inclusion: A study of pre-service teachers' proposals for enhancing initial teacher education in Kazakhstan. International Journal of Special Education, 39(2), 158-168. https://doi.org/10.52291/ijse.2024.39.29

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• Hernández-Torrano, D., Hajar, A., & Yessenbekova, K. (2024). Mapping research on international student mobilities in higher education: Achievements and the agenda ahead. International Journal of Educational Research, 128, 102482. https://doi.org/10.1016/j.ijer.2023.102482

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• Manabayeva, Z., & Hernández-Torrano, D. (2023). Reversing gifted underachievement: Teachers’ perceptions, factors, and strategies. In, K. H. Collins, J. J. Roberson, and F. Piske (eds.) (pp. 114-125), Underachievement in gifted education: Perspectives, practices, and possibilities. Routledge. https://doi.org/10.4324/9781003369578-11

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• Helmer, J., Kasa, R., Somerton, M., Makoelle, M. T., Hernández-Torrano, D. (2023). Planting the seeds of inclusive education: One resource center at a time. International Journal of Inclusive Education, 27(5), 586-602. https://doi.org/10.1080/13603116.2020.1864791

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• Courtney, M., Hernández-Torrano, D., Karakus, M., & Singh, N. (2023). Measuring student well-being in adolescence: proposal of a five-factor integrative model based on PISA 2018 survey data. Large-Scale Assessments in Education, 11, 20. https://doi.org/10.1186/s40536-023-00170-y

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• Courtney, M., Karakus, M., Sharplin, E., Ibrasheva, A., Hernández-Torrano, D., Helmer, J. & Jumakulov, Z. (2023). The role of teacher selection criteria and preparation on teacher self-efficacy, satisfaction, and commitment: an analysis of Kazakhstani TALIS data. Teacher Development, 27(3), 394-414. https://doi.org/10.1080/13664530.2023.2176354

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• ​​Almukhambetova, A., Hernández-Torrano, D., & Nam, A. (2023). Fixing the pipeline of talented women in STEM. International Journal of Science and Mathematics Education, 21, 305-324. https://doi.org/10.1007/s10763-021-10239-1​ - [Correction]

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• Almukhambetova, A., Kuzhabekova, A., & Hernández-Torrano, D. (2023). Hidden bias, low expectations, and social stereotypes: Understanding female higher education students’ retention in math-intensive STEM fields. International Journal of Science and Mathematics Education, 21, 535-557. https://doi.org/10.1007/s10763-022-10256-8

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• Hernández-Torrano, D., Somerton, M., & Helmer, J. (2022). Mapping research on inclusive education since the Salamanca Statement: A bibliometric review of the literature over 25 years. International Journal of Inclusive Education, 26(9), 893-912. https://doi.org/10.1080/13603116.2020.1747555​​

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• Nurumov, K., Hernández-Torrano, D., Mhamed, A. A. S., & Ospanova, U. (2022). Measuring social desirability bias in collectivistic countries: A psychometric study in a representative sample from Kazakhstan. Frontiers in Psychology, 13, 822931. https://doi.org/10.3389/fpsyg.2022.822931

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• Winter, L., Hernández-Torrano, D., McLellan, R., Almukhambetova, A., & Brown-Hajdukova, E. (2022). A contextually adapted model of school engagement in Kazakhstan. Current Psychology. https://doi.org/10.1007/s12144-020-00758-5

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• Hernández-Torrano, D., Ibrayeva, I., Muratkyzy, A., Lim, N., Nurtayev, Y., Almukhambetova, A., Clementi, A., & Sparks, J. (2021). Validation of the Kazakhstani version of the Mental Health Continuum - Short Form. Frontiers in Psychology, 12, 754236. https://doi.org/10.3389/fpsyg.2021.754236

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• Hernández-Torrano, D., Karabassova, L., Izekenova, Z., & Courtney, M. G. R. (2021). Mapping education research in post-Soviet countries: A bibliometric analysis. International Journal of Educational Development, 87, 102502. https://doi.org/10.1016/j.ijedudev.2021.102502

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• Hernández-Torrano, D., & Courtney, M. G. R. (2021). Modern international large-scale assessment in education: An integrative review and mapping of the literature. Large-Scale Assessments in Education, 9, 17. https://doi.org/10.1186/s40536-021-00109-1

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• Somerton, M., Helmer, J., Kasa, R., Hernández-Torrano, D., Makoelle, T. M. (2021). Defining spaces: Resource centers, collaboration, and inclusion in Kazakhstan. Journal of Educational Change, 22, 315-324. https://doi.org/10.1007/s10833-020-09384-1

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• Almukhambetova, A., & Hernández-Torrano, D. (2021). On being gifted at university: Academic, social, emotional, and institutional adjustment in Kazakhstan. Journal of Advanced Academics, 32(1), 70-91. https://doi.org/10.1177/1932202X20951825

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• Hernández-Torrano, D., &  Ho, Y. S. (2021). A bibliometric analysis of publications in the web of science category of educational psychology in the last two decades. Psicología Educativa, 27(2), 101-113. https://doi.org/10.5093/psed2021a19

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• Hernández-Torrano, D., Faucher, C., & Tynybayeva, M. (2021). The role of the school psychologist in the promotion of children's well-being: Evidence from Kazakhstan. Child Indicators Research, 14(3), 1175-1197. https://doi.org/10.1007/s12187-020-09793-x

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• Hernández-Torrano, D., & Kuzhabekova, A. (2020). The state and development of research in the field of gifted education over 60 years: A bibliometric analysis of four gifted education journals (1957-2017). High Ability Studies, 31(2), 133-155. https://doi.org/10.1080/13598139.2019.1601071

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• ​Hernández-Torrano, D., Ibrayeva, L., Sparks, J., Lim, N., Clementi, A., Almukhambetova, A., Nurtayev, Y., &  Muratkyzy, A. (2020). Mental health and well-being of university students: A bibliometric mapping of the literature. Frontiers in Psychology, 11, 1-16. https://doi.org/10.3389/fpsyg.2020.01226

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• Hernández-Torrano, D. (2020). Mapping global research on child well-being in school settings: A bibliometric and network analysis (1978-2018). Child Indicators Research, 13, 863-884. https://doi.org/10.1007/s12187-019-09659-x

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• Almukhambetova, A., & Hernández-Torrano, D. (2020). Gifted students' adjustment and underachievement in university: An exploration from the self-determination theory perspective. Gifted Child Quarterly, 64, 117-131. https://doi.org/10.1177/0016986220905525

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• Hernández-Torrano, D., & Ibrayeva, L. (2020). Creativity and education: A bibliometric review of the literature (1975-2019). Thinking Skills and Creativity, 35, 1-17. https://doi.org/10.1016/j.tsc.2019.100625

 

• Hernández-Torrano. D., Tursunbayeva, X, & Almukhambetova, A. (2019). Teachers’ conceptions about giftedness and gifted education: An international perspective. In M. A. Zanetti, G. Gualdi, M. Cascianelli (eds.), Understanding Giftedness: A guide for parents and educators. London: Routledge. [link]

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• Hernández-Torrano, D. (2018). Urban-rural excellence gaps: Features, factors and implications. Roeper Review, 40, 36-45. https://doi.org/10.1080/02783193.2018.1393610

 

• Zollanvari, A., Caglar, R., Kho, Y. K., & Hernández-Torrano, D. (2017). Predicting students' GPA and developing intervention strategy based on self-regulatory learning behaviors. IEEE Access 5(1), 23792-23802. https://doi.org/10.1109/ACCESS.2017.2740980

 

• Hernández-Torrano, D., Ali, S., & Chan C. K. (2017). First year medical students' learning style preferences and their correlation with performance in different subjects within the medical course. BMC Medical Education, 17:131. https://doi.org/10.1186/s12909-017-0965-5

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• CohenMiller, A. S., Faucher, C., Hernández-Torrano, D., Brown-Hajdukova, E. (2017). Practical steps for using interdisciplinary educational research to enhance cultural awareness. International Journal of Research & Method in Education, 40, 288-298. https://doi.org/10.1080/1743727X.2017.1310834

 

• Hernández-Torrano, D., & Tursunbayeva, X. (2016). Are teachers biased when nominating students for gifted programs? Evidence from Kazakhstan. High Ability Studies, 27(2), 165-176. https://doi.org/10.1080/13598139.2015.1108187

 

• Hernández-Torrano, D., & Saranli, G. (2015). A Cross-Cultural Perspective about the Implementation and Adaptation Process of the Schoolwide Enrichment Model. Gifted Education International, 31(3), 257-270. https://doi.org/10.1177/0261429414526335

 

• Sanchez-Ruiz, M. J., & Hernández-Torrano, D. (2014). The complex relationship between affect and creativity. Studies in Psychology, 35(2), 239-265. https://doi.org/10.1080/02109395.2014.922263

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• Hernández-Torrano, D., & Guitiérrez, M. (2014). El estudio de la alta capacidad intelectual en España: Análisis de la situación actual [The study of high intellectual ability in Spain: Analysis of the current situation]. Revista de Educación, 364, 251-272. https://doi.org/10.4438/1988-592X-RE-2014-364-261

 

• Hernández-Torrano, D., Ferrándiz, C., Ferrando, M., Prieto, M. D., & Fernández, M. C. (2014). The theory of multiple intelligences in the identification of high-ability students. Anales de Psicología, 30(1), 192-200. https://doi.org/10.6018/analesps.30.1.148271

 

• Hernández-Torrano, D., Prieto, M. D., Ferrándiz, C., Bermejo, R., & Sáinz, M. (2013). Characteristics leading teachers to nominate secondary students as gifted in Spain. Gifted Child Quarterly, 57, 181-196. https://doi.org/10.1177/0016986213490197

 

• Ferrándiz, C., Hernández, D., Bermejo, M. R., Ferrando, M., & Prieto, M. D. (2012). Social and Emotional Intelligence in Childhood and Adolescence: Spanish Validation of a Measurement Instrument. Journal of Psychodidactics, 17(2), 309-338. https://doi.org/10.1387/RevPsicodidact.2814

 

• Sáinz, M., Ferrando, M., Hernández, D., Fernández, M. C., Ferrándiz, C., Bermejo, M. R., & Prieto, M. D. (2012). Stress management as a competence of emotional intelligence in students. Behavioral Psychology, 20(1), 137-149. [link]

 

• Ferrando, M., Prieto, M. D., Almeida, L., Ferrándiz, C., Bermejo, M. R., López-Pina, J. A., Hernández, D., Sáinz, M., & Fernández, M. C. (2011). Trait Emotional Intelligence and Academic Performance: Controlling for the Effects of IQ, Personality and Self-Concept. Journal of Psychoeducational Assessment, 29(2), 150-159. https://doi.org/10.1177/0734282910374707

 

• Sánchez-Ruiz, M. J., Hernández-Torrano, D., Pérez-González, J. C., Batey, M., & Petrides, K. V. (2011). The relationship between trait emotional intelligence and creativity across different subject domains. Motivation and Emotion, 35(4), 461-473. https://doi.org/10.1007/S11031-011-9227-8

 

• Almeida, L., Prieto, M. D., Ferreira, A. I., Ferrando, M., Ferrándiz, C., Bermejo, R., & Hernández, D. (2011). Structural invariance of multiple intelligences, based on the level of execution. Psicothema, 24(4), 832-838 [link]