INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue VIII August 2025
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Eating Habits among Gifted and Talented Students
Endang Pertiwi Binti Saidy, Wan Rezawana Binti Wan Daud, Nurul Hafizah Binti Maarof, Nurul
Suzaina Binti Joli, Azrina Binti Md Azhari, Nurul Huda Binti Razalli
PERMATA@Pintar National Centre, National University of Malaysia, Malaysia
DOI: https://doi.org/10.51244/IJRSI.2025.120800222
Received: 06 Aug 2025; Accepted: 23 Aug 2025; Published: 24 September 2025
ABSTRACT
The purpose of this study was to investigate the connection between the dietary patterns, lifestyle choices, and
academic performance of brilliant and talented children enrolled at PERMATA@Pintar National College, a
government-funded boarding school for adolescents between the ages of 12 and 18. These pupils are
recognized as possessing cognitive capacities that beyond their mental ages, and they participate in an
educational program that deviates from the norm by exposing them to a range of intellectually demanding
activities that foster individual growth. There were no significant variations in eating habits by age (p =.079) or
gender (p =.182), and there was no significant correlation between eating habits and health issues (p =.398),
according to the data analysis. With extremely low contribution values (Nutrition Beta =.001; Lifestyle Beta
=.126), regression analysis also revealed that lifestyle and eating patterns had no discernible impact on
academic achievement. These results suggest that among brilliant and talented students, lifestyle choices and
nutrition do not significantly influence academic achievement or health. Rather, their achievement and well-
being may be more significantly impacted by other elements like learning methodologies, social support,
academic pressure, and intrinsic drive. According to this study, multiple facets of cognitive, emotional, and
social development should be considered when designing educational and health interventions for gifted and
talented adolescents.
Keywords: gifted and talented students, eating habits, lifestyle, health, academic achievement
INTRODUCTION
A balanced diet is vital and should be emphasized in the development of excellent human capital. For gifted
and talented students, awareness of nutritious eating practices fulfills the nutritional needs of the body to
generate optimal physical and mental health. Therefore, this study aims to identify the eating habits of gifted
and talented students and their relationship with academic achievement and health issues. This quantitative
study involved 110 students aged 15 to 17 from PERMATA@Pintar National College, UKM. Data were
analyzed using Statistical Package for Social Science (SPSS) version 21.0 to obtain mean scores, frequency,
standard deviation, and percentage based on themes. This study is expected to serve as a guide to improve the
standards of food provision for gifted and talented students in line with their cognitive, physical, and mental
development.
Problem Statement
Gifted and talented students are national assets that need to be nurtured in various aspects as they are future
leaders. However, common health problems among these students such as gastritis, frequent stomach aches,
headaches, and mental health issues can affect academic achievement and hinder their full potential. Unhealthy
eating habits such as skipping meals, avoiding fruits and vegetables, and consuming unhealthy food can be
detrimental. Every individual is advised to follow the food pyramid guidelines to ensure the body receives
adequate nutrients (Ministry of Health Malaysia, 2011).
A balanced diet is essential to keep students active and mentally alert to drive excellence. This is supported by
the study of Mohd Azlan Abdullah & Noraziah Ali (2011), which found a link between student success and
food quality, balanced diet practices, and consistent meal schedules. They also noted that neglecting meals due
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue VIII August 2025
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to packed academic and extracurricular schedules and financial issues adversely affects student health and
learning.
Gifted and talented students, with an IQ score typically above 130, are expected to be quick learners, mature
thinkers, capable of generating brilliant ideas, and high achievers. If their potential is not fully developed, it
would be a significant loss to the nation. This is especially true if their decline is due to physical and mental
health issues stemming from poor eating habits. As Faridah Abdul Rashid (2009) stated, unhealthy and
unbalanced eating habits can cause stress, fatigue, and reduced work capacity, potentially leading to issues like
obesity, high blood pressure, lethargy, and loss of motivation. If not addressed, the nation could lose valuable
future thinkers needed for development.
Research Questions
What is the level of eating habits among gifted and talented students?
Is there a significant relationship between eating habits and academic achievement among gifted and talented
students?
Is there a significant relationship between eating habits and health issues among gifted and talented students?
Do eating habits and health issues affect academic achievement among gifted and talented students?
Objectives
To identify the level of eating habits among gifted and talented students.
To identify the relationship between eating habits and academic achievement.
To identify the relationship between eating habits and health problems.
To identify the influence of eating habits, lifestyle, and health evaluation on academic achievement.
Hypotheses
H₀: There is no significant difference in eating habits based on gender.
H₀: There is no significant difference in eating habits based on age.
H₀: There is no significant relationship between eating habits and health problems.
H₀: Eating habits, lifestyle, and health evaluation do not influence academic achievement.
METHODOLOGY
This survey-based study used a quantitative method. Data were collected via a validated and refined
questionnaire tested in a pilot study.
Population and Sampling
The sample consisted of 110 gifted and talented students from Foundation 1 to Level 2 at PERMATA@Pintar
National College, UKM. Stratified random sampling was used based on gender, ethnicity, and age.
Research Instruments
The questionnaire contained four sections:
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue VIII August 2025
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Section A: Demographic Information
(Background information of respondents)
Section B: Knowledge of Balanced Diet
(Awareness of the need for a balanced diet based on the food pyramid and knowledge of healthy food intake)
Section C: Lifestyle and Eating Practices of Students
(Eating habits, food intake patterns, types of nutrients frequently consumed, frequency and type of physical
activity, sleep patterns)
Section D: Students’ Health Information
(Health assessment, frequency of medical check-ups, supplements)
Each section targeted specific constructs. A pilot test with 20 respondents ensured the reliability of the adapted
questionnaire. Data were analyzed using SPSS v21.0 through descriptive analysis, T-tests, Pearson
Correlation, and Regression.
FINDINGS
Descriptive analysis showed no significant difference in eating habits based on gender (p = .182) or age (p =
.079). This suggests that both gender and age do not significantly influence eating habits, likely due to uniform
nutrition awareness and access to health information.
There was also no significant relationship between eating habits and health issues (p = .398), implying other
dominant factors such as academic pressure, lifestyle, or genetics may play a more significant role.
Regression analysis showed no significant impact of eating habits and lifestyle on academic achievement.
Lifestyle contributed minimally to CGPA scores (Beta = .126 or 12.6%) and eating habits even less (Beta =
.001 or 1%). Both variables were not significant (p > .05). Regression equation: CGPA Score = 0.038
(Lifestyle) + 0.000 (Eating Habits) + 2.868.
The findings of this study support the conclusion that lifestyle and dietary practices are not the main predictors
of variation in students’ academic achievement. This may be due to the influence of other factors such as
motivation, family support, or learning strategies, which are likely to have a stronger impact on academic
performance. In this study, social support from family and peers was discussed and found to be a major
contributing factor influencing the health and well-being of gifted students, enabling them to learn more
effectively, with a total score of 81.3%. Nevertheless, other factors such as motivation and learning strategies
were not examined in detail, leaving room for further investigation.
DISCUSSION AND CONCLUSION
Overall, the study found that demographic factors (gender and age), lifestyle, and eating habits did not
significantly affect the health or academic performance of gifted and talented students. These students likely
have balanced access to nutrition information, academic support, and health awareness regardless of individual
differences.
This aligns with Waling & Larsson (2019), who found that school environment and peer influence are stronger
determinants of teenage eating habits than gender or age. Gifted students may live structured lives with holistic
education systems, reducing individual differences in health behaviors.
The absence of a link between eating habits and health problems suggests other psychosocial factors like
academic stress, sleep deprivation, or emotional imbalance (Regehr et al., 2016; Pérez-Wilson et al., 2020)
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue VIII August 2025
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may affect health more. Pérez-Wilson et al. found psychological stress had a stronger correlation with student
health than diet or physical activity.
Likewise, the lack of significant influence from lifestyle and eating habits on academic performance supports
the view that achievement results from more complex factors. Richardson et al. (2012) and Muenks et al.
(2020) highlight intrinsic motivation, self-discipline, and learning strategies as stronger predictors of academic
performance than physical health.
Thus, support for gifted students should emphasize psychological and emotional well-being and sustainable
learning skills. Tomyn et al. (2019) emphasized the role of holistic well-being in academic success.
Psychosocial interventions, life skills like time management, stress control, and self-motivation are more
effective in supporting academic achievement (Putwain et al., 2018)
ACKNOWLEDGEMENTS
Special thanks to the PERMATA@Pintar National Centre, UKM for sponsoring the research grant that
supported this study. Sincere appreciation is also extended to all participants who contributed, whether directly
or indirectly, to the success of this research.
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