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Area of Science:

Evolutionary Psychology
Developmental Psychology
Behavioral Endocrinology

Background:

Prenatal androgen exposure influences behavior and life choices.
Limited research exists on prenatal testosterone's impact on academic performance.
The relationship between digit ratios (2D:4D) and academic success is complex and not fully understood.

Purpose of the Study:

To investigate the non-linear relationship between prenatal testosterone exposure (2D:4D) and academic achievement.
To explore gender differences in this relationship.
To conduct a cross-country comparison of these effects.

Main Methods:

Utilized large, detailed samples of university students from Moscow and Manila.
Measured relative second to fourth digit lengths (2D:4D) as a proxy for prenatal testosterone.
Analyzed academic achievement across different fields of study and achievement measures.

Main Results:

Found a significant non-linear, quadratic relationship between 2D:4D and academic achievement.
Observed gender-differentiated links between digit ratios and academic measures.
Demonstrated asymmetric effects between Moscow and Manila, with differing patterns for right and left hands.

Conclusions:

Prenatal testosterone exposure has a complex, non-linear influence on academic achievement.
Digit ratios offer insights into biological underpinnings of academic success.
Cross-cultural and gender-specific analyses are crucial for understanding these relationships.