Assistant Professor Cheung Hoi Shan began her research career in 2004 at the Singapore Children’s Society, a voluntary welfare organisation which played a major role in nurturing her interest in research on children and families in Singapore. She obtained a PhD in Developmental Psychology from the National University of Singapore (NUS) in 2014, with a research focus on attachment theory, parental sensitive behaviour and children’s social development. She subsequently completed a postdoctoral fellowship at the Department of Psychology at NUS, and was a visiting scholar in the Department of Human Development and Family Studies at Purdue University. In her postdoctoral years, she further developed her research expertise in parent-child attachment, and extended her research interest into other domains of child development such as school bullying and the effects of parental discipline. Asst Prof Cheung joined Yale-NUS College in 2017.
Asst Prof Cheung has a long-standing interest in studying how parent-child attachment at various developmental stages may influence children’s social development. Part of her work involves observing parents and children interact in naturalistic settings, and examines how parenting behaviours may have different meanings and correlates in non-Western cultures. Her current research looks at how the quality of parent-child attachment may buffer the effects of bullying and victimisation in school. Other research interests include parents’ use of disciplinary practices and corporal punishment, parent-peer dynamics in adolescence, social stratification and children’s academic self-concept and aspirations, as well as academic stress in childhood.
Cheung, H. S. (2021). Maternal sensitivity and warmth in Singapore: Cultural insights from comparing the Ainsworth and Emotional Availability Scales. Infant and Child Development, e2233. Advance online publication.
Debs, M. & Cheung, H. S. (2021). Structure-reinforced privilege: Educational inequality in the Singaporean primary school choice system. Comparative Education. Advance online publication.
Chue, J. S. X., & Cheung, H. S. (2021). Mental resilience enhances the well-being of Singaporean college students through reducing burnout. Current Psychology. Advance online publication.
Lee, J., Cheung, H. S., Chee, G., & Chai, V. E. (2021). The moderating roles of empathy and attachment on the association between latent class typologies of bullying involvement and psychological distress in Singapore. School Mental Health. Advance online publication.
Umemura, T., Lacinová, L., Juhová, D., Pivodová, L., & Cheung, H. S. (2020). Transfer of early to late adolescents’ attachment figures in a multi-cohort six-wave study: Person- and variable-oriented approaches. Journal of Early Adolescence. Advance online publication.
Cho, P. L. Y., Ong, A. S. E., & Cheung, H. S. (2020). Where authoritarianism is not always bad: Parenting styles and romantic relationship quality among emerging adults in Singapore. Current Psychology. Advance online publication.
French, D. C., & Cheung, H. S. (2018). Peer relationships. In J. E. Lansford and P. Banati (Eds.), Handbook of Adolescent Development Research and its Impact on Global Policy (pp. 130-149). New York: Oxford University Press.
Cheung, H. S., & Elliott, J. M. (2017). Child shyness and peer likeability: The moderating role of pragmatics and vocabulary. British Journal of Developmental Psychology, 35, 531-545.
Cheung, H. S., & Sim, T. N. (2017). Social support from parents and friends for Chinese adolescents in Singapore. Youth & Society, 49(4), 548-564.
Cheung, H. S., & Elliott, J. M. (2016). Measuring maternal sensitivity: Cultural variations in the measurement of emotional availability. Child Development, 87(3), 898–915.
Lab in Developmental Psychology
Parenting and Child Development
Introduction to Psychology
Comparative Social Inquiry