Question 4. Consider our original Research Obiective for the labs: Describe the

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Question 4. Consider our original Research Obiective for the labs: Describe the potential relationship between prenatal testosterone (measured by 2D:4D ratio) and motivation in students, to help elaborate on observed relationships between 2D:4D ratio and academic performance This Research Objective stemmed primarily from the results of two previous publications, summarized here: Relationship between prenatal testosterone exposure and academic performance Hopp et al. (2012) conducted a study to investigate the relationship between prenatal testosterone exposure and academic performance for dental students at the Piracicaba Dental School (Brazil). They included students who had completed more than four semesters at the school. For their sample of 80 students, they recorded demographic information, measured their second and fourth finger lengths (for their right hands) using computer scanning software, and obtained each student's exam grades from their previously completed classes. The researchers used 2D:4D ratio as a proxy for prenatal testosterone exposure and investigated the relationship between 2D:4D ratio and exam grades (separately for males and females) with linear regression analysis. Hopp et al. reported a linear relationship between exam grades and 2D:4D ratio for males, suggesting that high prenatal testosterone exposure is associated with higher academic performance. They observed no relationship between exam grades and 2D:4D ratio for females, however. Relationship between academic motivation and academic performance/strategies for learning Pintrich and De Groot (1990) examined the relationship between academic performance and various characteristics associated with motivation and self regulation. For a sample of 173 seventh grade students (from several science and English classes), the researchers administered a survey that asked students to rate how well a set of 56 statements reflected themselves (example statement: I know that l will be able to learn the material for this class) on a Likert-style scale from 1 (not true of me at all) to 7 (very true of me). These statements measured motivation for learning, cognitive strategy use (i.e methods of studying and learning), and metacognition (i.e. thinking about what they know/don't know when learning). They also collected data on student performance (as grades out of 100) on a set of classroom assignments. Pintrich and De Groot observed that the self-efficacy and intrinsic value components of motivation for learning were not related to student performance on assignments per se, but were positively related to aspects of self-regulation (which incorporates cognitive strategies, persistence on difficult/boring tasks, and metacognitive strategies). They further found that self- regulation was a good predictor of academic performance, and hence, argue that motivational strategies may indirectly influence academic performance a. Discuss the results of the Research Question, Does mean 2D:4D ratio differ across students differing in academic motivation?, in the context of our original Research Objective. That is, use your results to try to address the Research Objective. In your discussion, follow the proper structure of a discussion of results, according to science communication conventions. (5-7 sentences, 4 marks) b. Repeat the written statement reporting the results of your analysis that you provided in Question 3c (i.e. just copy and paste it below your answer to part a of this question). (1 mark)

Explanation / Answer

Academic performance of any individual greatly depends upon how motivated the student is in pursuance of knowledge, the cognitive ability, and application of self control to regulate attention and effort required to obtain results. As per the research conducted regarding relationship between prenatal testosterone exposure and academic performance on the basis of 2D:4D ratio, results depicted link between high academic performance with higher prenatal testosterone exposure for males with no such relationship existing in females.

Results established this link through identification of the characteristics which resulted in better academic performance that can be linked to testosterone, the major characteristics being self motivation and self regulation. The research established that motivation for learning along with cognitive strategy used and metacognition was greater in the positive group and lead to better academic performance. This established that self regulation and motivation impacted the methods of studying and learning adopted as well as the level of confidence on the basis of ability and self belief. Does it can be inferred that exposure to prenatal testosterone can lead to better academic performance.

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