Academic performance is a critical indicator of educational development, particularly in higher education, as it reflects learning outcomes and the competencies acquired during professional training. This study seeks to identify the cultural variables associated with motivation and their impact on academic performance among university students. A systematic literature review was conducted following PRISMA-P guidelines, drawing from databases such as Web of Science (WoS), Education Resources Information Center (ERIC), Fuente Acad & eacute;mica, and Scielo. Inclusion criteria focused on articles published in English and Spanish between 2000 and 2024, featuring participants aged 18 to 29 years. Following the screening process, 10 studies were selected. The findings reveal that collectivism and individualism-both in their vertical and horizontal dimensions-are key cultural variables, along with cultural beliefs about academic performance. Individualism is linked to intrinsic motivation, while collectivism is associated with extrinsic motivation. This review underscores the significant role of cultural variables and motivation in shaping the academic performance of emerging adult university students, highlighting their importance for analysis and application in higher education.