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.
LaFrance et al. (Wed,) studied this question.