Aggression
Some scholars believe that behaviors like aggression may be partially learned by watching and imitating people's behavior, while other researchers have concluded that the media may have some small effects on aggression. There is also research questioning this view. For instance, a long-term outcome study of youth found no long-term relationship between playing violent video games and youth violence or bullying. One study suggested there is a smaller effect of violent video games on aggression than has been found with television violence on aggression. This effect is positively associated with type of game violence and negatively associated to time spent playing the games. The author concluded that insufficient evidence exists to link video game violence with aggression. However, another study suggested links to aggressive behavior.
Relational aggression
Sociometric status, commonly referred as popularity, is one of the most significant predictors of victimization or bullying as differences in popularity can be associated with differences in social power. It is commonly believed that aggressive adolescents belong to rejected social groups. However, some research shows that they can be popular among their peers. Rodkin et al. (2000), for example, describes two types of popular boys: "model" boys, who are "physically and academically competent, friendly and neither shy nor aggressive." Second type is described as "tough" and such adolescents are "aggressive, physically competent, and average or below average in friendliness, academic competence, and shyness." Usually the more popular aggressive adolescents use instrumental aggression and not reactive aggression. Instrumental aggression is defined as behavior that is deliberate and planned while reactive aggression is unplanned and impulsive.
Relational aggression can be greatly instrumental for maintaining the popularity status of a group among other groups, as well specific relationship and status dynamics inside a group. Ojala and Nesdale (2004) found that both victims and bullies normally come from rejected groups. Bullies chose to bully students, who are members of their social out-groups that are similar to their own in-group as a result of threatened distinctiveness. Hence, the need to maintain a unique social identity and status can be one of the causes to engage in bullying.
Using relational aggression to maintain a particular social order inside the group has been mostly observed in girl groups: if some member of the group becomes too popular and this causes imbalance in the group, other members might start rumors about the overly popular girl to diminish her status.
Amanda Rose (2004) claims that the main purpose of using relational aggression in first place is to enhance or maintain one's social status. Many skills that are needed to be popular are also essential for being "successful" at employing relational aggression, e.g. ability to "read" people and adjust one's behavior accordingly, etc. The researcher suggests that some aggressive boys are popular because they are also good at using relational aggression, and, therefore, their primary reason for popularity is not their physical but relational aggression.