This study investigates how receiving an unconditional university admission offer affects International Baccalaureate Diploma Programme (IBDP) students' academic motivation and subsequent board examination outcomes, with a focus on the resulting disparity between predicted and actual grades. Using secondary data analysis and established theories of academic motivation, this paper analyzes patterns and mechanisms underlying the observed "relaxation effect" and discusses implications for educators and policymakers. The research synthesizes data from multiple international sources, including quantitative analyses from Indonesia, the United Kingdom, and the Asia-Pacific region, alongside theoretical frameworks such as Self-Determination Theory and Achievement Goal Theory. Findings reveal that 30-35% of IBDP grades are overpredicted, with students receiving unconditional offers showing a 15% higher rate of underperformance compared to predicted grades. The study concludes with recommendations for sustained motivational strategies and policy reforms in university admissions practices.