Group Rapport: Posture Sharing as a Nonverbal Indicator

Abstract

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.