Sociological explanation of cyberbullying among Gilan University students with emphasis on situated action theory

The main purpose of this article is to investigate why social network users are involved in cyberbullying using the theory of situated action. For this purpose, using a sample of 380 female and male students of Gilan University, who were selected by convenience sampling method, the assumptions of situated action theory were examined. The results indicate that low self-control (beta coefficient: 0.180), low morality (beta coefficient: 0.130), low perceived inhibition (beta coefficient: 0.090), deviant moral background (beta coefficient: 337 0) have a significant effect on students' participation in cyberbullying. Also, the level of education (beta coefficient: -0.097), age (beta coefficient: -0.116), marital status (beta coefficient: -0.090) and gender (beta coefficient: 0.124) increase the possibility of cyberbullying. promotes Also, deviant tendencies moderate the relationship between criminal background and cyberbullying.