人际同步促进高中生课堂合作感知

Introduction As a key indicator of positive interpersonal interaction, interpersonal synchrony is widely considered to be closely related to individuals’ cooperative behavior. However, the mechanisms through which interpersonal synchrony influences cooperation in real classroom contexts remain insufficiently explored. Based on perceived similarity theory, social identity theory, and the psychological process model explaining how synchrony promotes cooperation, this study examines the impact of interpersonal synchrony on perceived cooperation among high school students and tests the mediating r