COORDINATED MOVEMENT AND RAPPORT IN TEACHER-STUDENT INTERACTIONS
COORDINATED MOVEMENT AND RAPPORT IN TEACHER-STUDENT INTERACTIONS
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DOI：
10.1007/bf00986930
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发表时间：
1988-06-01
影响因子：
2.1
通讯作者：
BERNIERI, FJ
中科院分区：
文献类型：
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作者：
BERNIERI, FJ
本研究以19个教学配对的高中生为研究对象，探讨他们的人际协调与融洽程度。两种类型的运动协调被一组未经训练的法官确定和评级：感知运动同步的程度，和行为匹配的程度。真实交互中的运动同步性评级显著高于伪交互控制剪辑中的类似评级（即，看起来是老师和学生互动的视频剪辑，但实际上是从他们互动中的不同点记录的每个互动者的视频剪辑的组合）。从互动者收集的自我评价表明，参与者的融洽关系和评分员感知的运动同步程度之间存在很强的关系。即使在观察者对每个互动者的友好程度（一种可能的混淆）进行了部分评估之后，这种关系仍然存在。这一结果为融洽关系和人际协调之间的假设关系提供了经验证据（Tickle-Degnen & Rosenthal，1987）。真实互动和伪互动控制剪辑之间的行为匹配评级没有显着差异。行为匹配未能与二元融洽关系显着相关。然而，它对自我报告的焦虑有显著的预测作用。
High school students in 19 teaching dyads were measured for their degree of interpersonal coordination and rapport. Two types of movement coordination were identified and rated by a group of untrained judges: the degree of perceivedmovement synchrony, and the extent ofbehavior matching. Ratings of movement synchrony in true interactions were significantly greater than similar ratings in pseudo interaction control clips (i.e., video clips that appeared to be of the teacher and student interacting but were, in fact, a combination of video clips of each interactant recorded fromdifferentpoints within their interaction). Self-ratings collected from interactants indicated a strong relationship between participants' rapport and the degree of movement synchrony perceived by raters. This relationship remained even after observer ratings of each interactant's friendliness, a possible confound, were partialled out. This result provided empirical evidence for the hypothesized relationship between rapport and interpersonal coordination (Tickle-Degnen & Rosenthal, 1987). Ratings of behavior matching did not differ significantly between the true interactions and pseudo interaction control clips. Behavior matching failed to correlate significantly with dyadic rapport. It was, however, significantly predictive of self-reported anxiety.