Nazarbayev University
Graduate School of Education

Graduate School of Education

Daniel Hernández Torrano


Daniel Hernández Torrano
Associate Professor
Office Phone:
+7 7172 709359
Higher 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



  • Makoelle, T. M. & Hernández-Torrano, D. (forthcoming). Inclusive education in Kazakhstan. Sense Publishers
  • Hernández-Torrano, D. (in press). Urban-rural excellence gaps: Features, factors and implications. Roeper Review
  • Zollanvari, A., Caglar, R., Kho, Y. K., & Hernández-Torrano, D. (in press). Predicting students' GPA and developing intervention strategy based on self-regulatory learning behaviors. IEEE Access.
  • 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 [link]
  • Hernández-Torrano, D., & Tursunbayeva, X. (2016). Are teachers biased when nominating students for gifted programs? Evidence from Kazakhstan. High Ability Studies, 27(2), 165-176. 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
  • 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
  • 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
  • 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.
  • 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.
  • 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
  • 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