The project “Get involved! Transition to Grade 1” Dataset originates from the longitudinal research project “Get Involved! Transition to Grade 1” investigated the role of parents and teachers in the development of children’s academic achievement, motivation, and behaviour during the critical transition from preschool to primary school. The study aimed to provide information on the role of parents’ and teachers’ instructional support and affect in children’s outcomes which is crucial in promoting learning among students in school. The project sought to test a comprehensive model of child development in the early phase of schooling, considering both parental and teachers influences, as well as children’s evocative influence on their interpersonal environment. It examined the longitudinal relations between parents’ and teachers’ instructional support and emotions, and children’s outcomes across the transition from preschool to primary school. The study also aimed to identify cases in which such support had the most favourable outcomes for children’s achievement, motivation, and behaviour, and to determine the mechanisms by which those outcomes emerge. Data collection took place in three waves: a) Preschool, spring 2017 (T1) b) Grade 1, fall 2017 (T2) c) Grade 1, spring 2018 (T3) The longitudinal study was conducted in Lithuania and involved children, parents/guardians and teachers. The data collection included a combination of child assessments, parent and teacher questionnaires. The following datasets were gathered covering multiple time points (T1–T3): a) Child Assessment Data: This dataset included small group assessments of children’s vocabulary, letter knowledge, reading and counting skills, as well as motivation, self-regulation abilities and so on. The dataset also incorporated psychologist observations of the child's behaviour during testing sessions, including task persistence, student behaviour during tasks, student well-being during testing and so on. b) Parent/Guardian Questionnaire Data: This dataset was collected from parents or guardians. It has information on parents’ involvement in academic-related activities (e.g., homework), their emotional and cognitive perceptions regarding their children, their relationship with the child and so on. Additionally, parents/guardians provided information about their collaboration with preschool institution. c) Teacher General Questionnaire Data: Teachers completed a questionnaire about themselves and their class. This questionnaire provided data on teaching styles, self-confidence, working environment, homework practices and collaboration with elementary schools, as well as the overall improvement in students’ reading and math skills. d) Teacher Individual Questionnaire Data: Teachers filled out another questionnaire about each participating student. This dataset included information on the teacher–child relationship, child’s behaviour, collaboration with the child’s parents and so on. The number of participants was as follow: a) At T1 (Preschool, spring 2017): 229 children, 245 parents/guardians, and 18 teachers. b) At T2 (Grade 1, fall 2017): 337 children, 349 parents, and 24 teachers. c) At T3 (Grade 3, spring 2018): children 341, parents 323, and 25 teachers. The project was funded by the Research Council of Finland and conducted in cooperation with Mykolas Romeris University and Lithuanian schools. The study provides a comprehensive longitudinal view of how interactions between home and school contexts contribute to children’s academic development during the transition from preschool to primary school. More information about participants, data collection methods and variables can be found in “Get Involved! Transition to Grade 1” codebook (published separately).

2025