Relationship Between Breakfast and Academic Performance

The purpose of this research was to clarify the relationship between breakfast and the career performance of college students. Although this research is based on previous studies for students, research on university students is rarely done. 52 undergraduates from the International Islamic University of Malaysia responded and completed a web-based survey. The survey form in the survey was adapted from Staub (2000). Participants need to evaluate their academic performance in a specific field such as warning, participation, attention, mood, concentration, anxiety before the test.

The study investigated the influence of student motivation on academic performance. The research found a positive correlation between student motivation and student's academic record. This relationship is interrelated. In other words, motivated students will get better results and students who achieve results will be motivated. In this study, the R 2 squared is 80%, which indicates a strong relationship between student motivation and academic achievement. T value also shows the relevance of student motivation to student academic performance. By external and endogenous motivation, the academic record will be 23 to 34%. Examining the individual factors of extrinsic motivation and intrinsic motivation, you can see that the rejection of choices increases academic performance by 17%. Education level will improve by 9% depending on occupational qualification

Student motivation is the most important topic of education. We all talk about the importance of this for student motivation and academic performance. Indeed, there is a close relationship between motivation of university students and academic achievement (Richardson, Abraham, & Bond, 2012). Still, not all types of motivations are suitable for learning performance. Motivation is a broad research topic and there are several motivational theories that match to a certain extent.

McClelland, Dweck, Weiner, and colleagues examined the relationship between achievement motivation and academic and professional performance. Their conclusion is very similar: high achievement motivation is usually the ideal characteristic that can bring more successful performance. Students with a higher incentive motivation will maintain lower grades, enjoy more schools and academic challenges, and show higher sustainability than students with lower incentives. In the business world, entrepreneurs seem to need high achievement necessity to succeed.