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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/10.1080/13603116.2020.186479

 

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

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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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• 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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• 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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• Almukhambetova, A., Kuzhabekova, A., & Hernández-Torrano, D. (2022). 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. https://doi.org/10.1007/s10763-022-10256-8​​

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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 ​​

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• Hernández-Torrano, D. (2018). Urban-rural excellence gaps: Features, factors and implications. Roeper Review, 40(1), 36-45. doi: 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. doi: 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. doi: 10.1186/s12909-017-0965-5

 

• 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. doi: 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. doi: 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. doi: 10.1177/0261429414526335 

 

• 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. doi: 0.4438/1988-592X-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. doi: 10.6018/analesps.30.1.148271.

 

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

 

• 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. doi:10.1177/0016986213490197

 

• Guitiérrez, M., & Hernández, D. (2013). Las relaciones intergeneracionales en la sociedad actual: un imperativo necesario. Educación Social, 55, 135-145.

 

• Gutiérrez, M., & Hernández, D. (2013). Los beneficios de los programas intergeneracionales desde la perspectiva de los profesionales. Pedagogía Social, 21, 213-235.

 

• 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. doi: 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.

 

• Ferrándiz, C., Ferrando, M., Hernández, D., Fernández, M.C., Llor, L., Soto, G. y Sáinz, M. (2012). Competencias socio-emocionales y rasgos de personalidad de los talentos verbales y matemáticos [Social-emotional competence and personality traits of verbal and mathematical talents]. Sobredotaçao, 12, 120-130.

 

• Llor, L., Ferrando, M., Ferrándiz, C., Hernández, D., Sáinz, M., Prieto, M. D., & Fernández, M. C. (2012). Inteligencias múltiples y alta habilidad [Multiple intelligences and high abilty]. Aula Abierta 40(1), 27-38.

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• 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. doi: 10.1007/S11031-011-9227-8.

 

• 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. doi: 10.1177/0734282910374707

 

• 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.

 

• Prieto, M. D., Ferrándiz,, C., Sáinz, M., Hernández, D., Ferrando, M., & Bermejo, M. R. (2011). Inteligencia exitosa y alta habilidad [Successful intelligence and high ability]. Psicología e Educaçao, 1, 7-17. ISSN: 1645-6084.

 

• Prieto, M. D., & Hernández. D. (2011). Inteligencia emocional y alta habilidad [Emotional intelligence and high ability]. Revista Interuniversitaria de Formación del Profesorado, 14(3), 17-21.

 

• Fernández M. C., Bermejo, R., Sáinz, M., Llor, L., Hernández, D., & Soto, G. (2011). Percepción socioemocional de los profesores en adolescentes con altas habilidades versus habilidades medias [Teachers’ socio-emotional perceptions on gifted and average adolescents]. Revista Interuniversitaria de Formación del Profesorado, 14(3), 55-64.

 

• Hernández, D., Prieto, M. D., Bermejo, M. R., Fernández, M. C., Sainz, M., & Soto, G. (2011). Los profesores piensan diferente: Efectos del método en la evaluación de la inteligencia socio-emocional de alumnos de altas habilidades [Teachers think differently: Method effects on the evaluation of high intellectual ability students’ socio–emotional intelligence]. Revista Interuniversitaria de Formación del Profesorado, 14(3), 65-75.

 

• Hernández, D., Ferrándiz, C., Sáinz, M., Prieto, M. D., Ferrando, M., & Bermejo, R. (2011). Inteligencia exitosa y atención a la diversidad del alumno de alta habilidad [Successful intelligence and educational attention of pupils with high abilities]. Aula Abierta, 39(2), 103-112.

 

• Soto, G., Ferrándiz, C., Sáinz, Ferrando, M., Prieto, M.D., Bermejo, R., & Hernández, D. (2011). Características psicométricas del Cuestionario de Personalidad BFQ-NA (Big Five Questionnaire - Niños y Adolescentes) [Psychometrical characteristics of personality questionnaire BFQ-NA (Big Five Questionnaire – Children and Adolescents]. Aula Abierta, 39(1), 13-24

 

• Hernández, D., & Ferrando, M. (2010). State of the educational attention for students with high abilities in Spain. European Council for High Ability (ECHA) News, 24(1), 17-29.

 

• Bermejo, M. R., Hernández, D., Ferrando, M., Fernández, M. C., Sáinz, M., & Prieto, M. D. (2010). Creatividad, inteligencia sintética y alta habilidad [Creativity, synthetic intelligence, and high ability]. Revista Interuniversitaria de Formación del Profesorado, 32(13,1), 97-110.

 

• Sternberg, R. J., Grigorenko, E., Ferrando, M., Hernández, D., Ferrándiz, C., & Bermejo, R. (2010). Enseñanza de la inteligencia exitosa para alumnos de altas habilidades [Teaching successful intelligence to gifted and talented students]. Revista Interuniversitaria de Formación del Profesorado, 32(13,1), 111-118.

 

• Rojo, A., Garrido, C., Soto, G., Sáinz, M., Fernández, M. C., & Hernández, D. (2010). Talleres de enriquecimiento extracurricular para alumnos de altas habilidades [Extracurricular enrichment workshops for high ability students]. Revista Interuniversitaria de Formación del Profesorado, 32(13,1), 137-146.

 

• Hernández, D., Sáinz, M., Ferrando, M., Bermejo, M. R., & Llor, L. (2009). Inteligencia exitosa: Un nuevo modelo para el estudio, identificación y respuesta educativa para los alumnos de altas habilidades [Successful intelligence: A new model for studing, identifing, and programming for high ability students]. International Journal of Developmental and Educational Psychology, 1(3), 119-126.

 

• Prieto, M. D., Bermejo, M. R., Ferrándiz, C., Hernández, D., Ferrándiz, C., Sáinz, M., & Fernández, M. C. (2009). Política educativa de los alumnos superdotados y talentos en la Región de Murcia (España) [Educational policy for gifted and talented in the Region of Murcia, Spain)]. Sobredotaçao, 10, 83-94.

 

• Ferrando, M., Prieto, M. D., Ferrándiz, C., Bermejo, M. R., López-Pina, J. A., Hernández, D., & Sainz, M. (2008). Differences in emotional intelligence according to gender and age. Primary Leadership Today, 11-12, 63-65.

 

• Sánchez, C., Fernández, M. C., Rojo, A., Hernández, D., & Prieto, M. D. (2008) Inteligencias múltiples y superdotación: Percepción de profesores y alumnos. [Multiple intelligence and giftedness: Teachers and students’ ratings]. Sobredotaçao, 9, 97-106.

 

• Prieto, M. D., Ferrándiz, C., Ferrando, M., Sáinz, M., Bermejo, M. R., & Hernández, D. (2008). Inteligencia emocional en alumnos superdotados: Un estudio comparativo entre España e Inglaterra [Emotional intelligence in high-ability students: A comparative study between Spain and England]. Revista de Investigación Psicoeducativa,15(2), 2127-2143.

 

• Garrido, C. F., Hernández, D., Rojo, A., & Royo, Y. (2008). Pasado, presente y futuro de las actuaciones desarrolladas con el alumnado de altas capacidades en la Región de Murcia [Past, present and future of the developed activities with high ability students in the Region of Murcia]. De todo un poco, 10, 26-34.