ISSN (Online): 2455-3662 EPRA International Journal of Multidisciplinary Research (IJMR) - Peer Reviewed Journal Volume: 7| Issue: 10| October 2021|| Journal DOI: 10.36713/epra2013 || SJIF Impact Factor 2021: 8.047 || ISI Value: 1.188 2021 EPRA IJMR | www.eprajournals.com | Journal DOI URL: https://doi.org/10.36713/epra2013 283 PERSONALITY ADJUSTMENTS AS FACTORS AFFECTING ACADEMIC PERFORMANCE OF TERTIARY EDUCATION SUBSIDY (TES) GRANTEES Helen C. Fuentes, Ph.D. Assistant Professor, Eastern Samar State University, Eastern Samar, Philippines Article DOI: https://doi.org/10.36713/epra8700 DOI No: 10.36713/epra8700 ABSTRACT This is a correlation research describing the personality adjustments and academic performance of Tertiary Education Subsidy grantees. A total of 265 randomly TES grantees were the respondents for the study. Data were gathered through adapted questionnaires using online platforms. The null hypothesis was tested using the Spearman’s Rank Correlation. The level of significance was set at .05 for rejecting or accepting the null hypothesis. Results of the study revealed the following: delaying gratification on food, physical pleasures, social interaction, money, and achievement were sometimes practiced by the grantees; giving importance to aspects of identity such as relational, social, and collective identities were frequently practiced while giving importance to personal identity was seen to be always practiced by the grantees; majority of the grantees exhibited satisfactory academic performance; the relationship between personality adjustments in terms of delayed gratification and academic performance was statistically not significant while identity orientation had significant relationship with the academic performance of the grantees. KEYWORDS: TES Grantees, personality adjustments, academic performance, subsidy INTRODUCTION Education is one of the significant things man pursues. A good education affects several facets in life. Becoming a degree holder would mean better opportunities and a better life. The correlation between the family’s socio-economic status and the student’s school achievement or performance is widely established. The differences in the academic achievements of students belonging to varying socio- economic classes are more or less unchanging for students aged 7-11 years (Grades 2-6), but broadens at an increasing rate for those aged 11-15 years. As the children from low-income households, grow older, their school performance worsens, which tends to increase the likelihood of leaving school (Temple, 2009). The Tertiary Education Subsidy (TES) is the initiative of the Philippine government to provide poor but capable students with access to higher education. It intends to raise the quantity of advanced education graduates among financially disable families through direct arrangement of financing for their schooling. The TES, as one of the government's sort of Conditional Cash Transfer (CCT) program has huge implications to of grantees. Character changes may emerge during the progress time frame from non-TES to TES grantee. As per Maranda et al. (2016) recipients of CCT like the ESGP-PA grantees dread that they would not arrive at their fantasies, while monetary troubles and financial components, obstructed them from arriving at their objectives. Subsequently, it is critical to look at the character parts of the TES grantees to illuminate strategy making body. Receiving such amount may challenge a grantees’ ability to resist the temptation of spending for immediate rewards to fulfil his personal identity orientations. Delaying gratification is the capacity to oppose the enticement of a quick award in inclination for a later prize. It was seen that delaying gratification was a significant center segment of effective character change (Maranda et al, 2016). Personal Identity can be viewed as an individual that has not one "personal self" but instead a few selves that correspond to widening circles of group membership. The idea of Self Identity is clarified through three (3) central mental instruments that underlie it, which include: social arrangement, social correlation, and positive peculiarity. Progress alludes to an entry from a day to day existence stage, condition or status to another which includes both cycle and result of complex individual-environment interaction.