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


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.


Personal website:



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:

  • Mental health and help-seeking behaviors of university students in Kazakhstan (PI), 2020-2022, NU Faculty Competitive Development Grants, $ 73,600
  • 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



  • Almukhambetova, A., Kuzhabekova, A., & Hernández-Torrano, D. (in press). 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.
  • 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
  • ​​Almukhambetova, A., Hernández-Torrano, D., & Nam, A. (in press). Fixing the pipeline of talented women in STEM. International Journal of Science and Mathematics Education
  • Winter, L., Hernández-Torrano, D., McLellan, R., Almukhambetova, A., & Brown-Hajdukova, E. (in press). A contextually adapted model of school engagement in Kazakhstan. Current Psychology
  • Hernández-Torrano, D., Somerton, M., & Helmer, J. (in press). Mapping research on inclusive education since the Salamanca Statement: A bibliometric review of the literature over 25 years. International Journal of Inclusive Education
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • Hernández-Torrano, D., & Ibrayeva, L. (2020). Creativity and education: A bibliometric review of the literature (1975-2019). Thinking Skills and Creativity, 35, 1-17.
  • 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]
  • Hernández-Torrano, D. (2018). Urban-rural excellence gaps: Features, factors and implications. Roeper Review, 40, 36-45.
  • 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.
  • 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.
  • 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.
  • 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
  • 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.
  • Sanchez-Ruiz, M. J., & Hernández-Torrano, D. (2014). The complex relationship between affect and creativity. Studies in Psychology, 35(2), 239-265.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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]