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Daniel Hernández-Torrano, PhD

Associate Professor

Nazarbayev University

Graduate School of Education
53 Kabanbay Batyr Ave.

010000 Nur-Sultan, Kazakhstan

daniel.torrano@nu.edu.kz

d.hernandeztorrano@gmail.com 

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BIO

Daniel Hernández-Torrano is an Associate Professor in the Graduate School of Education at Nazarbayev University. Dr. Hernández-Torrano obtained his Ph.D. in Educational Psychology from the University of Murcia in Spain, and has held research positions at the University College London (UK), Universidade do Minho (Portugal), and University of Connecticut (USA). He teaches courses in quantitative research methodology, educational psychology, and inclusive education. His main areas of interest are gifted education, inclusive education, the intersection between excellence and equity, and young people's wellbeing.

 

Selected publications:

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  • Manabayeva, Z., & Hernández-Torrano, D. (in press). Reversing gifted underachievement: Teachers’ perceptions, factors, and strategies. In, K. H. Collins, J. J. Roberson, and F. Piske (eds.), Underachievement in gifted education: Perspectives, practices, and possibilities. Routledge.

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  • Courtney, M., Karakus, M., Sharplin, E., Ibrasheva, A., Hernández-Torrano, D., Helmer, J. & Jumakulov, Z. (in press). Understanding teacher self-efficacy, job satisfaction, and commitment in Kazakhstan: An analysis of TALIS data using multilevel modeling. Teacher Development.

 

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

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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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  • 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

 

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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]



 

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