<![CDATA[Self-potential is an important aspect of education because every student possesses abilities, interests, characteristics, and resources that can be optimally developed. However, not every student is capable of recognizing and actualize their potential. A key factor contributing significantly to this process is an individual’s self concept. This study aims to examine the development of students’ self-potential from the perspective of Carl Rogers’ self-concept theory and to identify its implications for guidance and counseling services. This study employed a Systematic Literature Review (SLR) method based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. The literature reviewed was limited to publications from 2021 to 2026 and focused on studies available in either Indonesian or English. The findings show that self-concept helps students recognize, accept, and develop their potential. A positive self-concept supports self-confidence, openness to experience, willingness to face challenges, and self-actualization. In contrast, a negative self-concept and a lack of congruence between the perceived self and the ideal self may hinder students potential development. In the context of guidance and counseling, Carl Rogers’ perspective can serve as a foundation for helping students understand, accept, and develop themselves through a supportive environment.]]>
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