This study examines the direct and indirect effects of some affective constructs, such as self-efficacy (SE), mathematics anxiety (MA) and mathematics interest (MI) on algebraic problem solving achievement (PSA). The sample of the study consists of 400 class IX secondary school students in Morigaon district of Assam, India. The instruments employed in this investigation were the SE scale, the MA scale, the MI scale and the algebraic PSA test. The relationship between affective constructs and PSA in algebra is investigated using two-stage structural equation modeling. The results reveal that SE is the only affective construct that had a direct effect on algebraic PSA, while MI has an indirect effect on algebraic PSA through SE. Also, MA has an indirect effect on algebraic PSA through MI and SE. The findings suggested that mathematics educator should adopt innovative strategies to make the subject matter more interesting and increase students' self-efficacy, which may reduce math anxiety. These will assist the students in enhancing their problem-solving abilities and their achievement.