Daniel Hernández-Torrano
Current Organizations / Institutes
The organizations/institutes from the scholar's latest article
Research Subjects
Research Interests
Daniel Hernández-Torrano has a total of 4 co-authors. Here are the top co-authors by number of shared publications:
- Carmen Ferrándiz
Department of Developmental and Educational Psychology, Universidad de Murcia, 30100 Murcia, Spain
1 shared publication - Maria Dolores Prieto
Universidad de Murcia
1 shared publication - Marta Sainz-Gómez
Faculty of Education, University of Murcia, 30100 Murcia, Spain
1 shared publication Rosario Bermejo
University of Murcia, Murcia, Spain
1 shared publication
Latest Publications
- 31 May 2013
- Published by SAGE Publications in Gifted Child Quarterly
- Vol. 57 (3) , 181-196
Characteristics Leading Teachers to Nominate Secondary Students as Gifted in Spain
What are the characteristics leading teachers to nominate gifted students in Spain? To answer this question, several demographic (i.e., gender, grade) and psychological (i.e., multiple intelligences, emotional intelligence, intellectual aptitude, and divergent thinking) characteristics of 563 secondary students nominated as gifted by their teachers were analyzed. Results showed a general gifted profile of the nominated students defined by higher scores in their naturalist and social intelligences, stress management, and verbal, mechanical, and spatial reasoning. Additional analysis indicated that students’ gender and grade also influenced teachers’ nominations of gifted students. Based on the associations among the demographic and psychological characteristics included in this study, nominated students could be classified in five specific gifted profiles, namely, moderately gifted students, social-emotionally gifted students, artistically gifted students, intellectually gifted students, and generally gifted students. Discussion of the limitations of the study, directions for future research, and educational implications of the study are provided.
- 31 May 2013
- Published by SAGE Publications in Gifted Child Quarterly
- Vol. 57 (3) , 181-196
Characteristics Leading Teachers to Nominate Secondary Students as Gifted in Spain
What are the characteristics leading teachers to nominate gifted students in Spain? To answer this question, several demographic (i.e., gender, grade) and psychological (i.e., multiple intelligences, emotional intelligence, intellectual aptitude, and divergent thinking) characteristics of 563 secondary students nominated as gifted by their teachers were analyzed. Results showed a general gifted profile of the nominated students defined by higher scores in their naturalist and social intelligences, stress management, and verbal, mechanical, and spatial reasoning. Additional analysis indicated that students’ gender and grade also influenced teachers’ nominations of gifted students. Based on the associations among the demographic and psychological characteristics included in this study, nominated students could be classified in five specific gifted profiles, namely, moderately gifted students, social-emotionally gifted students, artistically gifted students, intellectually gifted students, and generally gifted students. Discussion of the limitations of the study, directions for future research, and educational implications of the study are provided.