Internet technologies have gained different dimensions with the development of digital communication technologies and have led to the digitization of daily practices of real-life one by one. With the concepts of Metaverse and Virtual reality, the internet world, which gained speed after Web 2.0, has become dynamic in its constantly updated structure. With the increasing prominence of the Internet in all aspects of daily life, Internet self-efficacy, which assesses individuals’ self-perceptions about solving problems on the Internet and completing assigned tasks by the developments in technology, is becoming increasingly important. The study aims to determine the internet use self-efficacy levels of the students of the Faculty of Sport Sciences in terms of some variables. The study was conducted on a total of 356 volunteer students of the Faculty of Sports Sciences, 52.5% (n=187) male and 47.5% (n=169) female, studying at Bayburt University in the 2021-2022 academic year. According to the department variable they study, of the participants, 107 (30.1%) are Physical Education and Sports, 146 (41.0%) are Trainer Education, and 103 (28.9%) are Sports Management. “Internet Self-Efficacy Scale,” which was adapted into Turkish by Akın et al. (2014), was used as a data collection tool in the study. Internet Self-Efficacy Scale, consisting of 17 items, is a 7-point Likert type measurement tool with five sub-dimensions (creativity, differentiation, organization, communication and research). Descriptive statistics, t-test for independent groups, one-way analysis of variance (Anova) and LSD test to reveal the difference between groups were used as statistical methods in the analysis of the data. As a consequence of the study, it was determined that Internet Use Self-efficacy scale mean, Creativity and communication sub-dimensions differed statistically in favor of males by the gender variable (p<0.05). According to the current developments in the courses, it was observed that the metaverse and virtual reality concepts differ significantly in favor of the students who learn these concepts in the course in the sub-dimensions of research, discrimination, organization, creativity and communication by the variable of the teaching situation in the courses (p<0.05). Statistically significant results were obtained in favor of first-year students in organization, creativity and communication sub-dimensions of internet use self-efficacy levels by the Grade Variable. It was determined that there is no statistical difference in students’ internet self-efficacy levels and sub-dimension scores by the department variable and internet usage preferences (p>0.05). According to the device type variable used to access the Internet, it was concluded that the increase in the computer and mobile phones and duration of internet usage contributes positively to the increase in the level of internet usage efficiency (p>0.05). It will be possible for students who perceive how effectively the Internet and social networks can be used educationally during the university period to put themselves one step ahead in their educational processes in their future professional lives. Nevertheless, students, future sports scientists, and teacher candidates who do not update themselves or refuse to update themselves will also be deprived of many things.


Internet technologies, self-efficacy, social networks, sports sciences, internet use