The Association of Learning Concentration and Academic Performance Among Female Students in Padang City

Academic performance in adolescents is shaped by various factors. This study aimed to examine the relationships between nutritional status, anemia, mental health, and learning concentration with academic performance among female students. A crosssectional study was conducted at SMPN 38, Padang City, including 136 female students selected through proportional random sampling. Data were collected using the grid concentration test, strengths and difficulties questionnaire (SDQ), anthropometric measurements, hemoglobin tests, and academic records. Analyses were performed using chi-square tests and multiple logistic regression. Results showed that 76.5% of students had low learning concentration, 73.5% had normal nutritional status, 89.7% were non-anemic, and 56.6% had abnormal mental health scores. Nutritional status and mental health were significantly associated with learning concentration (P < 0.05). Learning concentration, in turn, was significantly associated with academic performance (P < 0.05) and was identified as the most influential factor (P = 0.011; POR = 3.678; 95% CI = 1.341–10.093). Overall, the findings emphasize the pivotal role of learning concentration in promoting academic achievement among female adolescents, underscoring the importance of strategies aimed at enhancing students’ focus and engagement in learning.