Abstract
Background: Breakfast is a critical meal for cognitive function, energy, and academic performance. Skipping breakfast has been associated with impaired attention, memory, and learning outcomes, particularly among university students.
Objective: To examine the association between breakfast skipping and academic performance among undergraduate nursing students.
Methodology: A descriptive cross-sectional study was conducted among 93 undergraduate nursing students at Isra School of Nursing, Hyderabad, between August and November 2025. Convenience sampling was applied. Data were collected using a structured questionnaire. Data were analyzed using SPSS version 26. Descriptive statistics were computed for all variables. Fisher’s Exact Test was used to assess associations between breakfast habits and academic performance indicators. A p-value of <0.05 was considered statistically significant.
Results: Among the 93 participants, 23.8% were Breakfast Skippers, 16.2% were Irregular Skippers, and 60% were Non-Skippers. Non-Skippers demonstrated higher self-perceived academic performance (APS) compared to Breakfast Skippers and Irregular Skippers, and breakfast skipping was significantly associated with APS (Fisher’s Exact Test, p = 0.048). In contrast, no significant association was found between breakfast habits and CGPA (Fisher’s Exact Test, p = 0.083). The most frequently reported reasons for skipping breakfast included lack of time (34.4%) and not feeling hungry in the morning (25.8%).
Conclusion: Regular breakfast consumption is associated with improved self-perceived academic performance (APS) among undergraduate nursing students. Although breakfast habits did not significantly influence cumulative grade point average (CGPA), non-skippers tended to demonstrate better academic outcomes. These findings highlight that APS reflects daily cognitive engagement and concentration. In contrast, CGPA represents cumulative achievement, emphasizing the importance of consistent breakfast intake to support students’ cognitive functioning and self-perceived academic competence.