Abstract
ABSTRACT This study presents a longitudinal test of Akers' Social Learning Theory. To do so, a sample of Iranian soccer fans were followed across three annual waves of data collection from which a self-report survey specifically designed to test the theory was administered. Respondents were asked to indicate the frequency of their involvement in cyberbullying directed toward rival fans, players, and coaches. The longitudinal nature of these data permitted an examination of both contemperaneous and lagged, direct and indrect effects of social learning measures on cyberbullying. In addition, the structural equation modeling approach employed also permitted the examination of reciprocal or feedback effects of cyberbullying on the social learning process. The results were supportive of the theory.
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