Open AccessPERSONALITY ADJUSTMENTS AS FACTORS AFFECTING ACADEMIC PERFORMANCE OF TERTIARY EDUCATION SUBSIDY (TES) GRANTEES
Author(s) -
Helen Fuentes
Publication year - 2021
Publication title -
epra international journal of multidisciplinary research
Language(s) - English
Resource type - Journals
ISSN - 2455-3662
DOI - 10.36713/epra8700
Subject(s) - personality , gratification , psychology , social psychology , identity (music) , null hypothesis , subsidy , academic achievement , developmental psychology , political science , economics , physics , acoustics , law , econometrics
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