The current research aimed to understand and explain the indirect effect of parenting styles on cyberbullying according to the presence of moral identity as a mediating variable among first year general secondary school students. The research sample consisted of (403) male and female students in the first years of general secondary school. The researcher translated and arabized the Black & Reynolds (2016) scale to measure moral identity, and prepared two scales for measuring parenting styles and cyberbullying, Using path analysis using the (Amos 25) program, the research results showed the following: There is a positive effect of positive parenting styles on moral identity at a significance level of (0.05), there is a negative effect of negative parenting styles on moral identity at a significance level of (0.01), among first year general secondary school students, there is a negative effect of moral identity on cyberbullying at a significance level (0.01), among first year general secondary school students, there is a positive effect of positive parenting styles on cyberbullying at a significance level of (0.01), there is a positive effect of negative parenting styles on cyberbullying at a significance level of (0.01), among first year general secondary school students, there is an indirect effect at a significance level (0.01) for both positive and negative parenting styles on cyberbullying according to the presence of moral identity as a mediating variable, among first year general secondary school students, there is a partial role for moral identity as a mediating variable in the relationship between parenting styles and cyberbullying among first year general secondary school student.