|Academic Profile |
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Asst Prof Chong Sin Hui
Assistant Professor, College of Business (Nanyang Business School)
PhD (Organizational Psychology), Michigan State University (2018)
MA (Organizational Psychology), Michigan State University (2014)
BBM and BSocSc (OBHR & Psychology), Singapore Management University (2012)
Asst Prof Chong SinHui's research seeks to optimize employee motivation and well-being by studying why and how interpersonal mechanisms (i.e., leadership and coworker interactions) can be leveraged to improve employees' work experience and efficiency, both in the paid and unpaid domains.
As an instructor, SinHui emphasizes experiential learning and an active application of theoretical concepts into real life. Her teaching experience comprises undergraduate courses in Organizational Behavior, Management Skills, Industrial/Organizational Psychology, Research Methods, and Introductory Psychology.
SinHui 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. Some organizations she has advised or collaborated with include Civil Service College (Singapore), People's Association (Singapore), and Google (USA).
|* Interpersonal interactions in the workplace (leadership, citizenship behavior, incivility, etc.)|
* Employee motivation, emotions, and well-being
* Identity management across work domains (i.e., work vs. personal domains, paid vs. unpaid domains, etc.)
Motivational synergies can emerge from employees’ formal and informal interpersonal exchanges in the workplace. SinHui's research aims to enhance employee motivation and well-being through social processes. She applies socio-cognitive and emotional theoretical perspectives to study when and how employees’ interactions with various parties (i.e., leaders, coworkers, external parties) shape the regulation of their work-related attitudes and behaviors. She conducts a mix of field studies and lab experiments, both quantitative and qualitative, to test these research models.
Some research questions that she has studied or is currently examining include (but are not limited to):
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 off-work volunteering activities shape individuals' emotions and self-esteem, and what are the effects of these on their formal day jobs?
3) How can leaders better support employees who face frustration and ambiguity when they are required to work with coworkers from beyond their primary work units (e.g., cross-functional collaborations)?
- (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
- Chong, S., Kim, Y. J., Lee, H. W., Johnson, R. E., & Lin, S.-H. J. (2019). Mind your own break! The interactive effect of workday respite activities and mindfulness on employee outcomes via affective linkages. Organizational Behavior and Human Decision Processes, Online first, doi: 10.1016/j.obhdp.
- *Joint-first authors. Tong, J*, Chong, S*, & Johnson, R.E. (2019). The indirect relations of workplace incivility with emotional exhaustion and supportive behaviors via self-blame: The moderating roles of observed incivility and trait emotional control. Journal of Organizational Behavior, Online first, doi: 10.1002/job.2399.
- Peng A. C., Schaubroeck, J. M., Chong, S., & Li, Y. (2018). Discrete emotions linking abusive supervision to employee intention and behavior. Personnel Psychology, Online first, doi: 10.1111/peps.12310.
- 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.