Introduction and the Purpose of the StudyThat the information and communication technologies causenegative relationships among adolescents is called as “cyberbullying” bythe researchers. Kowalski ve Limber (2007) defined cyberbullying assending harmful or disturbing messages or pictures to others onpurpose by using the internet and other communication tools. Shariffand Gouin (2005) defined cyberbullying stated that cyberbullying is akind of psychological bullying done by using electronic tools such asmobile phones, blogs, web sites, chat rooms, etc. According to Lacey(2007), cyberbullying is that using digital technology with the purposeof sending other individuals disturbing messages or doing socialaggression.On analyzing the studies done abroad, it can be seen thatcyberbullying and victimization are common problems. Li (2006)determined that one fourth of every student in secondary schools isexposed to cyberbullying, one sixth of every student do thecyberbullying behavior. Ybarra and Mitchell (2004a) determined that 15% of the students between the ages of 10 and 17 do the cyberbullyingbehavior. In an another study done with the students between the agesof 13-18, it was determined that almost half of the students are exposedto cyberbullying, in addition to this, 21 % of them are cyberbullies(Raskauskas and Stoltz, 2007). In a similar study, it was stated that 7% of the students between 11-15 ages received threatening e-mails atleast once (Noret and Rivers, 2006). In a study done by Lazuras,Barkoukis, Ourda and Tsorbatzoudis (2013), it was found that 32 % ofthe participants were exposed to or witnessed cyberbullying, 12,5 % ofthem did bullying.The studies done in Turkey also present that cyberbullying is acommon problem. Topçu (2008) found that 48 % of the high schoolstudents do cyberbullying. Ayas (2011) reported that 16 % of thesecondary school students did cyberbullying, 17 % of them wereexposed to it. Dilmaç (2009) determined in his study done with theuniversity students that 23 % of them have done cyberbullying at leastonce throughout their lives, 55 % of them have been exposed tocyberbullying at least once. Arıcak (2009) stated that once in every fivestudents has done cyberbullying and almost half of the students havebeen exposed to cyberbullying.The fact that cyberbullying is so common among the adolescentsand it causes various problems has caught the attentions of theresearchers. Yet it is seen that these researches have only analyzed therelations of cyberbullying with the other psychological terms, not themediator effects of it. Thus, this study aims to analyze the direct andindirect relationships between the social support that the adolescents perceive and the tendency to cyberbullying. In direction with thisgeneral purpose, answers to the questions below are sought:1. What is the direction, level and significance level betweenthe social support level that the adolescent perceive and their tendencyto cyberbullying?2. Does the social support perceived by the students fromtheir friends mediate the relationships between the social supportperceived from the family and the tendency to cyberbullying?3. Does the social support perceived by the students fromtheir teachers mediate the relationships between the social supportperceived from the family and the tendency to cyberbullying?MethodThis study is a correlation survey model which aims to analyzethe relations between the perceived social support of the adolescentsand their tendency to cyberbullying. Karasar (2009) defined correlationsurvey model as a model which aims to determine the level and theexistence of the change among two or more variables. Within thismodel, the relations between the pervceived social support of theadolescent and their tendency to cyberbullying have been analyzed.Research Working GroupThe data of the study was collected from 301 students gettingeducated in 9th, 10th and 11th grades in one Anatolian high school,one industrial vocational high school, one private high school andscience high school in Erzurum in 2014-2015 academic years byconsidering the school type, the number of the students andaccessibility. The work group consists of 129 (43 %) girls and 172 (57%) boys. The ages of the students range between 14 and 18, and theaverage of the age is 16.6.Data Collecting InstrumentsA personal information questionnaire was prepared by theresearcher in order to determine gender, grade, school type, age,parent’s educational background of the participants, where theyconnect to the internet and weekly internet connection hours. Besides,Cyberbullying Attitude Scale developed by Türkoğlu (2013) and RevisedPerceived Social Support Scale developed by Yıldırım (1997) were usedin the study.Analysis of the DataWithin the purpose of the study, correlation analysis was done todetermine the relations of the variables and the relations weredetermined with Pearson’s correlation coefficient. The r value, Pearson’scorrelation coefficient, was interpreted as: if the r value is between .00-.29, it indicates low relations; if it is between .30 and .69, it indicatesmedium relations; if it is between .70 and 1.00, it indicates highrelations (Büyüköztürk, 2008). Statistically, the significance level isaccepted as .05. In addition, hierarchical regression analysis was donedo to determine whether the social support perceived from friends andteachers mediate the relations between the social support perceivedfrom family and the tendency to cyberbullying, Sobel z test was used to determine whether this mediation is significant. For the analyses of thestudy, SPSS 21.00 was used.Findings and DiscussionCorrelations between the VariablesIt was determined that there is negative, low and significantrelations between the social support perceived from family, frie