The Effects of Reciprocal Imitation on Teacher–Student Relationships and Student Learning Outcomes
Article first published online: 24 MAY 2012
© 2012 The Author. Journal Compilation © 2012 International Mind, Brain, and Education Society and Blackwell Publishing, Inc.
Mind, Brain, and Education
Volume 6, Issue 2, pages 66–73, June 2012
How to Cite
Zhou, J. (2012), The Effects of Reciprocal Imitation on Teacher–Student Relationships and Student Learning Outcomes. Mind, Brain, and Education, 6: 66–73. doi: 10.1111/j.1751-228X.2012.01140.x
- Issue published online: 24 MAY 2012
- Article first published online: 24 MAY 2012
Neuroscientific and developmental psychological research in imitation has yielded important insights into building teacher–student relationships and enhancing students' learning. This study investigated the effects of reciprocal imitation on teacher–student relationships and students' learning outcomes in one-on-one teacher–student interactions. In a within-subjects design, participants learned eight English vocabulary words under two conditions: one condition paired with teacher's imitative behaviors and the other with teacher's random behaviors. Students' self-rating surveys and quiz scores on new words were assessed. When the teacher imitated the students' behaviors in interactions, the students reported significantly higher perceptions of rapport, more confidence in and satisfaction with learning outcomes, and had significantly higher quiz scores. Results had important implications for teachers in using imitation as an effective teaching tool to build teacher–student relationships and enhance students' learning.