Longitudinal data assessing self-concept clarity, dissociation, self-criticism, anxiety and psychological distress

Undergraduate students filled online questionnaires at base line (N=200) and 3 months later (N=157) assessing dissociative experiences, self-concept clarity, self-criticism, anxiety, COVID-19 anxiety, psychological distress, childhood trauma and demographic information. Dissociation variables (total score and subscales) and the BAI score were skewed at both Time 1 and Time 2, and therefore were transformed using squared root (total DES and BAI score at both Time 1 and Time 2) or log10 (ABS, DEP/DER and AMN at both Time 1 and Time 2) transformations. Univariate outliers were substituted by one unit of measurement above the next highest value.本科生在基线（baseline）评估时（N=200）及3个月后随访时（N=157）填写了在线问卷，评估内容涵盖分离体验（dissociative experiences）、自我概念清晰度（self-concept clarity）、自我批判（self-criticism）、焦虑、COVID-19焦虑（COVID-19 anxiety）、心理痛苦（psychological distress）、童年创伤（childhood trauma）及人口统计学信息（demographic information）。 分离体验变量（总分及各子量表得分）与BAI（Beck Anxiety Inventory）得分在时间1与时间2均呈偏态分布，故分别采用平方根变换（针对两个时间点的DES（Dissociative Experiences Scale）总分与BAI得分）或log10变换（针对两个时间点的ABS、DEP/DER与AMN得分）进行数据转换。单变量异常值被替换为次于最高值的下一个最高值加1个测量单位。