Nazarbayev University
Graduate School of Education

Graduate School of Education

Daniel Hernández Torrano


Daniel Hernández Torrano
Associate Professor
Office Phone:
+7 (7172) 709359
School education


PhD in Educational Psychology, 2010

University of Murcia, Spain

“High Ability and Expert Competence”


MSc in Educational Psychology, 2006

University of Murcia, Spain

“Emotional intelligence as ability: A study of the MSCEIT 2.0 in adolescents”


Courses taught at GSE:

  • EDUC 600 Inquiry Methods (Quantitative)
  • EDUC 613 Children as Learners
  • EDUC 614 Psychology and Education
  • EDUC 660 Theories of Inclusive Education
  • EDUC 664 Gifted and Talented Learners
  • EDUC 701 Advanced Methods of Educational Research
  • EDUC 702 Quantitative Advanced Research Methods


Thematic areas of research specialization: 

School education

Inclusive education

Other cross-sectional issues in education

Research subthemes: high ability and giftedness, psychological wellbeing, teaching and learning, assessment, inclusion and instruction

Geographic areas:

Europe (Spain), North America (USA), Central Asia and Eurasia (Kazakhstan)


Funded Projects:

  • Exploring young people’s psychological wellbeing and school engagement in Kazakhstan (Co-PI), 2015-2017
  • British Council, Newton – Al-Farabi Institutional Links Program, $350, 000
  • Teachers’ beliefs and practices related to gifted education in Kazakhstan (PI), 2013-2015                               NU Seed Grant, $ 17,000



  • Hernández-Torrano, D. (in press). Mapping global research on child well-being in school settings: A bibliometric and network analysis (1978-2018). Child Indicators Research.
  • Hernández-Torrano, D., & Kuzhabekova, A. (in press). 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. doi: 10.1080/13598139.2019.1601071 [link]
  • Hernández-Torrano, D.(2018). Urban-rural excellence gaps: Features, factors and implications. Roeper Review, 40, 36-45. doi: 10.1080/02783193.2018.1393610 [link]
  • Zollanvari, A., Caglar, R., Kho, Y. K., & Hernández-Torrano, D. (2017). Predicting students' GPA and developing intervention strategy based on self-regulatory learning IEEE Access 5(1), 23792-23802. doi: 10.1109/ACCESS.2017.2740980 [link]
  • 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. BMCMedical Education, 17:131. doi: 10.1186/s12909-017-0965-5 [link]
  • 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 [link]
  • Hernández-Torrano, D., & Tursunbayeva, X. (2016). Are teachers biased when nominating students for gifted programs? Evidence from Kazakhstan. High Ability Studies, 27(2), 165-176doi: 10.1080/2015.1108187 [link]
  • 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 [link]
  • Sanchez-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  [link]
  • 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 [link]
  • 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 [link]
  • 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. [link]
  • 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. [link]
  • 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. doi: 10.1177/073428291037470 7 [link]
  • 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 [link]
  • 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]