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Psychological counseling in China started relatively late, with few practitioners receiving systematic professional training; Most have only undergone short-term training. Even in colleges and universities, there is a serious shortage of psychological counseling practitioners, most of whom are education and psychology teachers or student counselors who have only received short-term training (Ma & Yang, 2016). University psychological counseling practitioners are not only responsible for heavy counseling duties but also handle various administrative tasks, which easily leads to their sense of insufficient competence and job burnout (Jing et al., 2022; Wang, 2019).

The concept of competency characteristics was first put forward by McClelland in 1973 as a new concept in the field of human resource management. Competency characteristics comprise three dimensions: knowledge, skills, and personal traits necessary for effective performance (Brooks et al., 2013). In the past decade or so, competency characteristics have gradually become the focus of attention in the psychological counseling industry. It can be said that the study on the competency characteristics of university psychological counseling practitioners is not only conducive to improving the competence of university psychological counseling practitioners, cultivating a highly professional team of university psychological counseling practitioners, and promoting the professional development of psychological counseling, but also beneficial to enhancing the mental health of university students and maintaining the harmony and stability of universities and society. This study, through a questionnaire survey, aims to understand the competency characteristics of psychological counseling practitioners in universities and analyze the factors influencing their competency characteristics, and provide a reference basis for universities in China to carry out relevant guidance and training for psychological counseling practitioners and effectively improve their competence.

1 Objects and Methods

1.1 Objects

1.1.1 Sample Source

First, a questionnaire survey was conducted among full-time and part-time psychological counseling practitioners from various colleges and universities who participated in the training at the University Mental Health Education and Training Base of Guangxi Medical University in mid-October 2019. A total of 105 questionnaires were distributed, and 103 valid questionnaires were recovered, with a recovery rate of 98.1%. Second, to enumerate the psychological counseling practitioners from various colleges and universities in Guangxi who did not participate in the initial survey, members of the research team contacted the psychological centers of each college and university, sent electronic questionnaires to the psychological counseling center of each college and university on a one-to-one basis, and then requested their person-in-charge to forward the questionnaires to the practitioners who had not participated in the initial survey for completion. A total of 158 electronic questionnaires were recovered, including 153 valid ones, with an effective rate of 96.8%. In total, valid questionnaires from 256 psychological counseling practitioners were collected through the two surveys.

1.1.2 Sample Size Calculation

According to the sample size calculation formula for current situation surveys proposed by Tang Shaowen and Zhan Siyan: N=K × Q/P, where N is the number of respondents, P is the current prevalence rate of a certain disease, and Q=1 – P (Tang & Zhan, 2009). The value of K is determined based on the allowable error range of the research project. When the allowable error is 10% (0.1P), K = 400. Referring to the survey results of Zhao Jingbo on psychological counseling practitioners across the country, the ratio of competency characteristics is 0.76 (Zhao et al., 2009). When the allowable error is 10% and α=0.05, substituting into the formula gives N =400 × (1-0.76)/0.76=126. Since this study adopts the method of current situation research, the estimated sample size should be increased by 20%, so N = 152. Considering the loss and invalidity of samples during recovery, the minimum sample size was finally determined to be 200 cases.

1.2 Survey Tools

1.2.1 General Information Questionnaire

The questionnaire consisted of two parts: general demographic data of the respondents (including gender, age, educational background, professional title, health status, hobbies, type of university/university, and number of students in the university/university) and basic work information (including professional qualifications, major, full-time/part-time status, applied psychological counseling techniques, years of work, weekly consultation time, average number of counseling sessions per case, monthly income from work, satisfaction with remuneration, and work pressure), with a total of 18 questions.

1.2.2 Competency Characteristic Research Scale

This study adopted the Competency Characteristic Research Scale compiled by Xie Wen (Xie, 2008). The scale consists of 44 questions, covering six dimensions: professional personality traits, self-improvement traits, self-growth traits, good professional ethics and moral integrity, solid professional knowledge foundation and influence, and social personality traits. The scale employed a 5-point Likert scoring system, with scores ranging from 1 to 5 (1 point for “very inconsistent”, 2 points for “not very consistent”, 3 points for “somewhat consistent”, 4 points for “quite consistent”, and 5 points for “very consistent”). The higher the total score of the scale and the scores of each dimension, the stronger the competence of the respondents. In this survey, the Cronbach’s α coefficient of this scale was 0.964, indicating very good reliability and validity.

1.2.3 General Self-Efficacy Scale (GSES)

This study used the General Self-Efficacy Scale (GSES) compiled by Schwarzer and Aristi (Schwarzer & Born, 1997), with the Chinese version translated and revised by Wang Caikang et al. (Wang et al., 2001). The GSES is a single-dimensional scale, so only the total score of the scale was counted. Scoring method: the total score of the scale is the sum of the scores of 10 items (1 point for “completely incorrect”, 2 points for “somewhat correct”, 3 points for “mostly correct”, and 4 points for “completely correct”). A higher score indicates a higher level of general self-efficacy. In this survey, the Cronbach’s α coefficient of this scale was 0.902, showing good reliability and validity.

1.2.4 Maslach Burnout Inventory - General Survey (MBI-GS)

This study adopted the Maslach Burnout Inventory - General Survey (MBI-GS) compiled by Maslach (Zheng et al., 2010), which is internationally used. The questionnaire consists of 16 questions, covering three dimensions: emotional exhaustion (questions 1, 2, 3, 4, and 6, totaling five questions), depersonalization (questions 8, 9, 13, 14, and 15, totaling five questions), and reduced personal accomplishment (questions 5, 7, 10, 11, 12, and 16, totaling six questions). The scale uses a 7-point Likert scoring method, with scores ranging from 0 to 6 (0 points for “never”, 1 point for “several times a year or less”, 2 points for “once a month or less”, 3 points for “several times a month”, 4 points for “once a week”, 5 points for “several times a week”, and 6 points for “every day”). A higher score indicates a stronger sense of job burnout. In this survey, the Cronbach’s α coefficient of this scale was 0.822, showing good reliability and validity.

1.3 Data Analysis Method

The Epidata 3.1 software was used to establish a database, and double entry was performed for the paper questionnaires collected on-site. Data were analyzed using SPSS 22.0. Frequencies and means were used for statistical description of the data; t-tests or analysis of variance were used for comparison of quantitative data; multiple linear regression analysis was used to analyze the correlation. A two-tailed p < 0.05 was considered statistically
significant.

2 Results

2.1 Basic Situation of Competency Characteristics of the Surveyed Objects

The average total score of competency characteristics of the sample population in this study was 22.87±3.11, and the average score of each dimension of competency characteristics was between 3 and 4 points, indicating that the competence was at a medium level. See Table 1.

Table 1 Total and Dimensional Scores of Competency Characteristics Among College and University Psychological Counseling Practitioners (N = 256)

2.2 Comparison of Competency Characteristics of the Surveyed Objects with Different Demographic Characteristics

A statistically significant difference was found in the total competency score across different age groups (F = 3.331, p < 0.05), with the order of scores being: over 50 years old group > 40-50 years old group > 30-40 years old group > 30 years old and below group. There was a statistically significant difference in the total score of competency characteristics among practitioners of different professional title levels (F = 3.481, p < 0.05), with the order of scores being: associate professor group > teaching assistant group, lecturer group, professor group. The total score of competency characteristics of practitioners with hobbies was higher than that of those without hobbies, and the difference was statistically significant (t = 2.422, p < 0.05). There was no statistically significant difference in the total score of competency characteristics among groups divided by gender, educational background, health status, type of university/university, and number of students in the university/university (p > 0.05). See Table 2.

Table 2 Comparison of Competency Characteristics of the Surveyed Objects with Different Demographic Characteristics

2.3 Comparison of Competency Characteristics of the Surveyed Objects with Different Basic Work Information

There was a statistically significant difference in the total score of competency characteristics among practitioners with different professional qualifications (F = 2.723, p < 0.05), with the order of scores being: Level 3 Psychological Counselor group > other qualification certificate groups > Level 2 Psychological Counselor group > no qualification certificate group. There was a statistically significant difference in the total score of competency characteristics among practitioners with different years of practice (F = 3.337, p < 0.05), with the order of scores being: more than 15 years of work group > 10-15 years of work group > 5-10 years of work group > less than 5 years of work group. There was a statistically significant difference in the total score of competency characteristics among practitioners with different average numbers of counseling sessions per case (F = 3.046, p < 0.05), with the order of scores being: 3-5 sessions of average number of counseling sessions per case group > 2 sessions or less group, more than five sessions group. There was no statistically significant difference in the total score of competency characteristics among groups divided by work background, full-time/part-time status, applied psychological counseling techniques, consultation time, monthly income from work, satisfaction with remuneration, and work pressure (p > 0.05). See Table 3.

Table 3 Comparison of Competency Characteristics of Practitioners with Different Basic Work Information

2.4 Multiple Linear Regression Analysis of Influencing Factors of Competency Characteristics

Taking the total score of the Competency Characteristic Scale as the dependent variable, demographic variables including age, educational background, professional title, health status, presence of hobbies, professional qualifications, years of practice, weekly consultation time, and average number of counseling sessions per case as independent variables in the first layer, and general self-efficacy and total job burnout as independent variables in the second layer, hierarchical regression analysis was conducted to explore the influencing factors of practitioners’ competency characteristics. The results showed that age and health status had predictive effects on practitioners’ competency characteristics, and the regression coefficients and F-tests were statistically significant (p < 0.05); after controlling for demographic variables, general self-efficacy and total job burnout made new contributions to practitioners’ competency characteristics, with the explained variance increasing by 24%.
See Table 4.

Table 4 Analysis of Factors Related to Competency Characteristics of the Surveyed Objects

Note: *p < 0.05, **p < 0.01, ***p < 0.001; β is the standardized regression coefficient.

3 Discussion

In this study, the average total score of competency characteristics and the average scores of each dimension of psychological counseling practitioners were between 3 and 4 points, which was at a medium level. The competency characteristics and each dimension were slightly lower than the research results of Zeng Haiping et al. (Zeng et al., 2014) and Zhang Ailian (Zhang, 2011), but higher than those of Wang Runqiang (Wang, 2008). This study revealed that practitioners’ competency characteristics were influenced by age, professional title, hobbies, qualifications, years of practice, and average number of counseling sessions per case.

This study showed that the younger the practitioners and the lower their professional title, the more significantly lower their competency characteristics. The research results of Liang Yue (Liang, 2008) showed that there was no statistically significant difference in the total level of competency characteristics among different age and years of practice groups, which was inconsistent with the results of this study. This may be related to the relatively low age and short years of practice of the participants in this study. Li Xiaoyan’s study found that the total score of competency characteristics of psychological counseling practitioners with a master’s degree or above was higher than that of those with other educational backgrounds, and the score of practitioners majoring in psychology was significantly higher than that of those with other professional backgrounds (Li, 2012). However, in this study, there was no statistically significant difference in competency characteristics among different work backgrounds. Furthermore, the competency characteristic scores of practitioners with interests and hobbies are higher than those without, which is consistent with the research conclusion of Chen et al. Through meta-analysis, this study found that practitioners with stable interests and hobbies have a more complete social support network, stronger emotional regulation ability, and can effectively relieve work pressure through interest activities, thereby indirectly improving counseling competence (Chen et al., 2025).

This study found that the score of competency characteristics of practitioners with a Level 2 Psychological Counselor certificate was lower than that of those with a Level 3 certificate or other certificates, which was inconsistent with the research results of Li Xiaoyan (Li, 2012). This also indicates that psychological counseling practitioners with higher-level certificates are not necessarily more competent than others, further suggesting that the profession of psychological counselor cannot be competent just by obtaining a certificate. In addition, practitioners with an average number of counseling sessions per case of 3-5 sessions had a higher level of competency. This shows that it is not the length of the shorter or longer consultation course that can reflect the stronger competency of practitioners. Psychological counseling cannot achieve obvious effects in one or two sessions. Usually, it takes a period of continuous treatment for the clients’ problems to improve (Harolds, 2020). The research results of Zhao Jingbo et al. (Zhao et al., 2009) and Li Xiaoyan (Li, 2012) showed that practitioners with shorter years of practice were more likely to feel unable to be competent in psychological counseling work, which was consistent with the results of this study. Zhang Ailian’s study (Zhang, 2011) found that from the perspective of years of consultation, the competency characteristics of practitioners improved with the increase in years of practice. Thus, it can be seen that consulting practice experience is very helpful for improving the competency of practitioners, and the level of competency is closely related to the accumulation of consulting experience (Falender et al., 2004).

Multiple linear regression analysis showed that age and health status had predictive effects on practitioners’ competency characteristics. The impact of age on competency may be attributed to younger practitioners’ limited work experience and less developed counseling skills, resulting in a higher proportion of them feeling unable to be competent. In addition, practitioners with poor health status may feel unable to cope with psychological counseling work, have a poor mental state, and thus feel unable to be competent in this work. After controlling for demographic variables, general self-efficacy and total job burnout made new contributions to practitioners’ competency characteristics, with the explained variance increasing by 24%. Studies have shown that high self-efficacy enables practitioners to face work calmly, deal with various adverse events with a positive attitude, and improve their ability and confidence to cope with pressure (Zhao, 2011). At present, many psychological counseling practitioners often feel exhausted, have low self-worth, and are accompanied by severe self-denial when experiencing burnout in psychological counseling. This may lead them to question the value of psychological counseling and even consider career changes, often due to perceived incompetence.

The sample of this study is relatively limited, covering only colleges and universities in Guangxi and excluding those in other provinces. In addition, this study adopted the questionnaire survey method, which only reflects the cross-sectional results. To fully grasp the competency situation of the group of psychological counseling practitioners in Chinese universities, the survey scope should be further expanded, and in-depth research should be continued. It is suggested that future studies should combine interviews, expert evaluations, peer evaluations, and client evaluations to comprehensively understand the competency of university psychological counseling practitioners and put forward more targeted training and measures to improve the competency of practitioners.

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