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School Values: A Comparison of Academic Motivation, Mental Health Promotion, and School Belonging With Student Achievement

  • Kelly-Ann Allen (a1), Margaret L. Kern (a1), Dianne Vella-Brodrick (a1) and Lea Waters (a1)


School vision and mission statements are an explicit indication of a school's priorities. Research has found academic motivation, mental health promotion, and school belonging to be the most frequently cited themes in these statements. The present study sought to examine whether these themes relate to student academic achievement, as indicated by National Assessment Program — Literacy and Numeracy (NAPLAN) scores. A stratified sample of 287 secondary schools in Victoria, Australia was analysed using two language analytic approaches: qualitative emergent coding and supervised lexical analysis. The highest academic scores occurred when mental health promotion was included, though results depended to some extent on the analytic approach and the level of aggregation. Results do suggest that explicitly prioritising both academic performance and mental health is beneficial. Further, the study provides an approach for using language analysis to investigate multilevel constructs in schools.

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Corresponding author

Address for correspondence: Kelly Allen, Melbourne Graduate School of Education, The University of Melbourne, 234 Queensberry Street, Parkville VIC 3053, Melbourne, Australia. Email:


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School Values: A Comparison of Academic Motivation, Mental Health Promotion, and School Belonging With Student Achievement

  • Kelly-Ann Allen (a1), Margaret L. Kern (a1), Dianne Vella-Brodrick (a1) and Lea Waters (a1)


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