Perceived E-Health Literacy and Cyberchondria Among Undergraduate Sports Science Students: A Cross-Sectional Study.

Objectives

The rapid digitalization of health communication has made electronic health (e-health) literacy an essential competency, while also increasing concerns about cyberchondria. This descriptive-correlational study examined perceived e-health literacy and cyberchondria among students enrolled in a Faculty of Sports Sciences and evaluated their associations with selected socio-demographic and behavioral factors.

Methods

Data were collected between February and May 2025 using a Socio-Demographic Information Form, the e-Health Literacy Scale (eHEALS), and the Short-Form Cyberchondria Severity Scale (CSS-12). Quantitative data were analyzed using group comparison tests, correlation analyses, effect size estimates, and multivariable linear regression.

Results

Students demonstrated eHEALS scores close to the upper end of the possible range, together with considerable cyberchondria severity scores. Cyberchondria severity was positively associated with perceived e-health literacy; this association remained statistically significant but weak after adjustment for daily internet use, gender, age, academic year, and department. Significant differences were also observed according to daily internet use, gender, academic year, and department.

Conclusions

These findings highlight the dual role of digital health platforms among students engaged in health- and performance-related fields. Educational interventions should promote critical appraisal of online health information and psychologically safe digital health behaviors.