<![CDATA[Mathematical problem-solving is a crucial competence for senior high school students. A relevant affective aspect in this regard is self-efficacy, which reflects how students perceive their own capacity to navigate various mathematical to tackle mathematical challenges ranging from simple to complex. This study examines the correlation between self-efficacy and mathematical problem-solving attainment in senior high school, employing a Systematic Literature Review approach. Evidence was compiled collected by analyzing ten relevant articles published between 2018 and 2025, identified through Google Scholar. The analysis reveals that self-efficacy generally maintains a beneficial and significant influence over students’ problem-solving abilities, particularly regarding persistence and strategy selection. Although it is a vital affective factor, its influence is often interrelated with supporting variables such as metacognition and classroom learning models. These results suggest that enhancing self-efficacy is a strategic step toward optimizing students' mathematical performance.]]>
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