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Self-efficacy is a person's belief in his ability to complete a given task, including overcoming environmental problems. High self-efficacy and environmental literacy are known to be found in schools that implement the Adiwiyata program. Therefore, it is necessary to research the link between self-efficacy and environmental literacy of students in SMA Negeri 10 Malang. This survey uses a correlational design. The sample of this study was 644 students of classes XI and XII majoring in science and social studies who were selected using a proportionate stratified random sampling technique. The instrument used to measure self-efficacy was adopted from Albert Bandura while environmental literacy was adapted from the Middle School Environmental Literacy Survey (MSELS). Data analysis used Pearson correlation with a significance of 0.05. Based on data analysis, it shows that the self-efficacy of science students tends to be higher while the environmental literacy of students in both majors tends to be moderate, but in terms of every aspect, science students tend to be higher. Then, the correlation data analysis showed an r-value of 0.195 (very weak) and a significance value of 0.03 which means that there is a significant link between self-efficacy and environmental literacy. Differences in students' self-efficacy and environmental literacy are due to learning conditions in the laboratory and non-laboratory and motivational support from teachers and students, and differences in the types of subjects studied by students. Self-efficacy encourages students to be sustainable, pro-environmental, increase environmental knowledge, and be challenged in completing a task that triggers the behavior (the highest expression in environmental literacy). So, the higher student's self-efficacy, the higher their environmental literacy. Teachers and schools are expected to increase students' environmental knowledge by integrating environmental literacy in each subject. [ABSTRACT FROM AUTHOR]