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. The dataset comprises a collection of questionnaires and standardized tests. For children, the instruments measured academic competencies (e.g., vocabulary, counting, reading, comprehension), motivation, self-regulation, behavior, task persistence, and other related constructs. Parental data were gathered through questionnaires evaluating their beliefs about the child's abilities, involvement in academic activities at home, autonomy support, parenting styles, the child's temperament, the quality of the parent-child relationship, collaboration with teachers, and similar factors. Teachers completed both general and individual-level questionnaires. The general questionnaire included measures of teachers self-efficacy, interaction styles, well-being, and occupational stress. The individual questionnaires, completed separately for each participating student, assessed the child's behavior, task persistence, teacher-provided support, the teacher-child relationship, partnership with parents, among other variables.

2025