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. Child assessment data collection took place in three waves: a) Preschool, spring 2017 (T1) b) Grade 1, fall 2017 (T2) c) Grade 1, spring 2018 (T3) Child assessment data 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. The dataset consists of three separate SPSS files, each corresponding to one wave of child assessments conducted during the study.

2025