Who Is Controlling the Interaction? The Effect of Nonverbal Mirroring on Teacher-Student Rapport

Autor/inn/en	Jiang-yuan, Zhou; Wei, Guo
Titel	Who Is Controlling the Interaction? The Effect of Nonverbal Mirroring on Teacher-Student Rapport
Quelle	(2012), S.662-669 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1548-6613
Schlagwörter	Teacher Effectiveness; Student Attitudes; Interpersonal Relationship; Interaction; Nonverbal Communication; Teacher Student Relationship; Surveys; College Students; Foreign Countries; Interrater Reliability; Correlation; English (Second Language); Higher Education; China (Beijing) + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schülerverhalten; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Interaktion; Non-verbal communication; Nonverbale Kommunikation; Teacher student relationships; Lehrer-Schüler-Beziehung; Survey; Umfrage; Befragung; Collegestudent; Ausland; Interrater-Reliabilität; Korrelation; English as second language; English; Second Language; Englisch als Zweitsprache; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	This study investigated the effect of nonverbal mirroring on teacher-student rapport in one-on-one interactions. Nonverbal mirroring refers to the unconscious mimicry of the postures, mannerisms, facial expressions, and other behaviors of one's interaction partner in social interactions. In a within-subjects paradigm, students had four interactions with a teacher under two conditions: one condition paired with the teacher's mirroring behaviors and the other with teacher's non-mirroring behaviors. Analyses of teacher's mirroring behaviors in interactions and students' self-rating surveys demonstrated significant increase in students' perception of rapport in the mirroring condition. Four nonverbal mirroring behaviors were significantly correlated with rapport variables. Results provide practical implications for teachers in using nonverbal mirroring as an effective teaching tool to build teacher-student rapport. (Contains 2 tables.) (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10