Academic Profile

Academic Profile

Asst Prof Chong Sin Hui

Assistant Professor
Division of Strategy, Management and Organisation
College of Business (Nanyang Business School)

Phone: (+65)6790 6261
Office: S3-B2B-51

  • PhD Michigan State University 2018
  • MA in Psychology Michigan State University 2014
  • BSocSc Magna Cum Laude Singapore Management University 2012
  • BBM Magna Cum Laude Singapore Management University 2012
Asst. Prof. Chong SinHui received her Ph.D. in Industrial-Organizational Psychology from Michigan State University (USA). Geared with the conviction that happy and productive employees drive the success of an organization, her research seeks to optimize employee motivation and well-being through the application of psychological concepts and the use of both quantitative and qualitative methods. She is especially interested in examining how interpersonal mechanisms such as leadership and coworker interactions can be leveraged to improve employees' work experience and efficiency. As an instructor, she emphasizes active application of theoretical concepts into real life. Her teaching experience comprises undergraduate courses in Management Skills, Industrial/Organizational Psychology, Research Methods, and Introductory Psychology. She also provides research advisory and consultation services to organizations that are interested in utilizing research to advance evidence-based decision-making on human capital issues. Organizations she has worked with included Civil Service College (Singapore) and Google (USA).
Research Interests
* Employee motivation (goal regulation, work motivation)
* Employee well-being
* Coworker interactions (citizenship behavior, incivility, ostracism, etc.)
* Leadership

Motivational synergies can emerge from employees’ formal and informal interpersonal exchanges in the workplace, hence SinHui's research aims to enhance employee motivation and well-being through social processes in the workplace. She applies socio-cognitive and emotional theoretical perspectives to study when and how employees’ interactions with various parties (i.e., leaders, coworkers, and external agents) shape the regulation of their work-related attitudes and behaviors. Some research questions that she has studied or is currently examining are: 1) Do coworker interactions (both prosocial and hostile ones) serve restorative functions for employees who are experiencing job-related low self-esteem during work hours? 2) How do employees regulate multiple goals in limited work hours, and how do coworker and leadership dynamics shape these regulatory processes? 3) How can leaders support employees who have to work beyond their primary work units in cross-functional collaborations? SinHui conducts a mix of field studies and lab experiments, both quantitative and qualitative, to test these research models.

Students or prospective students who are interested in exploring research in the above topics are welcome to contact SinHui.
Current Projects
  • (1) Linking Boundary-Spanning Leadership to Employee Boundary-Spanning Behaviors and Attitudes in a Coopetitive Environment, (2) Linking Leaders’ Daily Display of Positive and Negative Emotions to Followers’ Daily Voice: An Emotions-as-Information Perspective
Selected Publications
  • Leong, F. T. L., Byrne, B. M., Hardin, E. E., Zhang, H., & Chong, S. (2018). A psychometric evaluation of the Loss of Face scale. Psychological Assessment, 30(3), 396-409.
  • Schaubroeck, J. S., Shen, Y., & Chong, S. (2017). A dual-stage moderated mediation model linking authoritarian leadership to follower outcomes. Journal of Applied Psychology, 102(2), 203-214.
  • Chong, S. & Park, G. (2017). The differential effects of incidental anger and sadness on goal regulation. Learning and Motivation, 58, 1-15.
  • Chong, S. & Leong, T. L. F. (2017). Antecedents of career adaptability in strategic career management. Journal of Career Assessment, 25(2), 268-280.
  • Gupta, A., Chong, S., & Leong, T. L. F. (2015). Development and validation of the vocational identity measure. Journal of Career Assessment, 23(1), 79-90.

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