Interpersonal synchrony promotes perceived cooperation in high school psychology classrooms: the serial mediation of perceived similarity and ingroup identification

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 roles of perceived similarity and ingroup identification. Methods A combination of experimental manipulation and questionnaire measures was employed. A music-accompanied synchrony paradigm was used to manipulate interpersonal synchrony, while perceived similarity, ingroup identification, and perceived cooperation were measured. A multi-wave longitudinal design was adopted to analyze both the immediate effects of synchrony activities on perceived cooperation and the persistence of these effects over time. Results The results indicate that synchronous movement enhances perceived similarity, ingroup identification, and classroom perceived cooperation. Perceived similarity and ingroup identification play a chain mediating role between synchrony activities and perceived cooperation in high school psychology classes. Discussion Interpersonal synchrony not only improves students’ perceived cooperation in the classroom but also operates through psychological mechanisms involving perceived similarity and ingroup identification, thereby deepening the understanding of the social functions of synchrony.