Systematic observation and a questionnaire format were used to investigate
the relationship between posture sharing and self-report indications of
rapport in a group situation-college seminar classrooms. A pattern of
significant positive correlations revealed that the greater the amount of
mirroring and congruent postures evidenced by students vis-à-vis the
teacher, the higher the ratings of involvement. Conversely, a significant
negative relationship was found between amount of incongruent posture
display and reports of interest. Implications of the findings for group
dynamics and environmental design are discussed.
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