ABSTRACT
This study aims to examine the relationship between social presence and academic self-efficacy of university sports management students in e-learning process during confinement by Covid-19. The participants were 461 students (227 females and 234 males), who were selected through convenience sampling participated in the study voluntarily. Social Presence for E-Learning Environments Scale and Academic Self-efficacy Scale were used as data collection tools in the study. Parametric tests such as Independent T test, Pearson Correlation Analysis and Multiple Regression test were used to analyze the data. In correlation test results, moderately positive relationships were found between sub-scales of social presence scale and academic self-efficacy scale for e-learning environments. When the zero-order and partial correlations between the predictor variables and the dependent variables were examined, it was seen that the sub-scales of the social presence scale for e-learning environments had a predictive effect on academic self-efficacy. Consequently, making learning goals attractive may positively affect the presence levels of individuals in the education and training process. Therefore, using the innovations brought by the digital age we live in in the education and training process may increase the interest and self-efficacy of individuals towards learning.