Relationship Between Breakfast Habits And Learning Concentration Among Students
Abstract
Breakfast is an important dietary behavior that contributes to the availability of energy and nutrients required for cognitive functioning and academic activities. For university students, adequate morning intake may be particularly relevant because lectures often demand sustained attention, rapid information processing, and continuous concentration. This study aimed to examine the relationship between breakfast habits and learning concentration among students of the Mathematics Education Study Program at Cokroaminoto University of Palopo. A quantitative descriptive correlational design with a cross-sectional approach was employed. The study involved all 37 students in the study program through total sampling. Breakfast habits were assessed using a structured questionnaire and three non-consecutive 24-hour food recalls, while learning concentration was measured using the Digit Symbol Test. Data were analyzed descriptively and inferentially using the Chi-square test with a significance level of α = 0.05. The results showed that 25 students (67.6%) had non-routine breakfast habits, while only 12 (32.4%) consumed breakfast regularly. The most common reason for skipping breakfast was lack of time (44.0%). Regarding breakfast quality, 56.8% consumed a minimal breakfast, 35.1% consumed a healthy breakfast, and 8.1% did not eat breakfast. In contrast, 34 students (91.9%) demonstrated high learning concentration, while only three (8.1%) had low concentration. Statistical analysis showed no significant relationship between breakfast frequency and learning concentration (p = 0.186) or between breakfast quality and learning concentration (p = 0.471). These findings indicate that breakfast habits were not statistically associated with learning concentration in this sample. However, breakfast remains an important component of healthy student behavior, while concentration is likely influenced by multiple nutritional, psychological, and environmental factors.