Examining motivation within the context of acculturative stress: a systematic review

Introduction Language proficiency is a well-established predictor of acculturative stress (AS). However, focusing predominantly on proficiency may overlook other important dynamics in how language relates to AS. Shifting attention toward motivational factors offers a complementary perspective, allowing for a deeper exploration of how individuals engage with language learning and use within the acculturation process. Methods This systematic review is the first to investigate the relationship between motivation and acculturative stress in the last decade (2014–2025), across nine major data banks and Google Scholar. Results Results demonstrate that while seven motivation constructs (including academic motivation, motivation to adapt, and motivation to study abroad) are measured in relation to acculturative stress, language learning motivation is very underrepresented. This is an unfortunate oversight, as language has been proven elemental in the acculturation process. Conclusion Although acculturative stress and motivation are well-researched independently, there is little research combining them in the quantitative sense. This review exposes a literature gap and elaborates on why language learning motivation could enhance acculturative stress literature.