The project “Get involved! Learning in Primary School” investigated the role of parents and teachers in shaping children’s academic achievement, motivation, and behaviour throughout primary school. The study aimed to identify both direct and indirect longitudinal mechanisms, as well as the joint effects of home and school learning environments, in promoting optimal learning outcomes in children. Particular attention was paid to instructional and emotional support, as well as potential evocative effects between children and their learning environments. Data collection took place in four waves: a) Grade 2, autumn 2021 (T1) b) Grade 2, spring 2022 (T2) c) Grade 3, spring 2023 (T3) d) Grade 4, spring 2024 (T4) 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, as well as annual grades and national test scores obtained from school administrations. The following datasets were gathered covering multiple time points (T1–T4): a) Child Assessment Data: This dataset included small group assessments of children’s vocabulary, reading fluency, reading comprehension, listening comprehension, spelling, arithmetic, interest in learning, academic self-concept, task persistence and so on. In addition, national test scores in reading and mathematics were obtained for Grade 4, while annual grades in these subjects were collected for Grades 1 through 4. The dataset also incorporated psychologist observations of the child's behavior during testing sessions, including task persistence, student behavior during tasks, student well-being during testing and so on. b) Parent/Guardian Questionnaire Data: This dataset was collected from parents or guardians. It captures information on parental beliefs and expectations regarding academic performance, involvement in homework, autonomy support during homework, emotional responses to homework, the number of books at home, reading habits, parenting styles, the quality of the parent–child relationship, and sociodemographic background and so on. c) Teacher General Questionnaire Data: Teachers completed a questionnaire about themselves and their class. This questionnaire provided data on teaching interaction styles, the frequency of instructional practices related to literacy and math skills development, teacher self-efficacy, homework practices, well-being and stress, as well as both extrinsic and intrinsic motivation related to teaching and so on. d) Teacher Individual Questionnaire Data: Teachers filled out another questionnaire about each participating student. This dataset included information on student task persistence, the teacher–child relationship, the frequency and quality of individual help and control during classwork, student emotions in learning situations, personalized support and attention from the teacher, teachers’ beliefs and expectations about each student’s learning, and their perception of each student’s current interest in learning and so on. The number of participants was as follows: a) At T1 (Grade 2, autumn 2021): 522 children, 536 parents/guardians, 34 teachers, and 9 psychologists. b) At T2 (Grade 2, spring 2022): 585 children, 610 parents/guardians, 40 teachers, and 11 psychologists. c) At T3 (Grade 3, spring 2023): 582 children, 575 parents/guardians, 39 teachers, and 11 psychologists. d) At T4 (Grade 4, spring 2024): 576 children, 565 parents/guardians, 39 teachers, and 11 psychologists. The project was funded by the Research Council of Finland and conducted in cooperation with Vilnius 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 primary school. More information about participants, data collection methods and variables can be found in “Get Involved! Learning in Primary School” codebook (published separately).

2025