“Do as I say”. The impact of perceived conditional regard on academic performance: a moderated mediation model

This study investigates the role of teachers’ conditional regard (i.e., offering acceptance for desired behaviors but withholding affection when expectations are unmet) in shaping university students’ academic performance and resentment toward teachers in both collectivistic and individualistic societies. Using a moderated mediation model, the study explores how university students’ perceptions of conditional regard relate to resentment and academic outcomes, accounting for cultural differences. A sample of 466 university students from collectivistic and individualistic cultural backgrounds completed measures of perceived conditional regard, resentment, and academic performance. Results indicate that perceived conditional regard significantly predicts university students’ resentment toward teachers but is not directly linked to academic performance. However, resentment mediates the relationship between perceived conditional regard and academic outcomes in both cultural contexts. No significant differences were found in perceptions of conditional regard between collectivistic and individualistic cultures, suggesting that its emotional impact may be universal. These findings highlight the importance of teachers adopting autonomy-supportive practices to reduce students’ resentment and support well-being.