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大学教师的教学学术胜任力及其对主观幸福感的影响：教学效能感的中介作用

The Teaching Academic Competence of University Teachers and Its Impact on Subjective Well-Being: The Mediating Role of Teaching Efficacy

韩佳欣¹, 王广召¹, 宋吉振¹, 张金秀¹, 雍挺俊²³, 李义安¹

Psychology of China / 2026,8(6): 981-987 / 2026-06-26 9 7

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• Information:

  1．聊城大学教育科学学院，聊城；
  2．青海师范大学教育学院，西宁；
  3．陕西师范大学心理学院，西安

• Keywords:
  Teaching academic competence; Teaching efficacy; Subjective well-being; University teachers; Mediating effect
  教学学术胜任力; 教学效能感; 主观幸福感; 大学教师; 中介作用
• Abstract: This study systematically explores the characteristics of university teachers’ teaching academic competence as well as its relationships with teaching efficacy and subjective well-being, aiming to provide empirical evidence with theoretical support and practical value for promoting teachers’ professional development. A total of 303 university teachers were surveyed via Wenjuanxing (a Chinese online questionnaire platform) using the Teaching Academic Competence Scale for University Teachers, Teaching Efficacy Scale, and Teachers’ Subjective Well-Being Scale. The results indicated that the overall level of university teachers’ teaching academic competence was moderately above average. Significant differences in teaching academic competence existed among teachers with different educational backgrounds; specifically, teachers with doctoral degrees demonstrated substantially higher teaching academic competence than those with master’s degrees or lower. Additionally, teaching academic competence, teaching efficacy, and subjective well-being were significantly and positively correlated with one another. University teachers’ teaching academic competence positively predicted their subjective well-being not only directly but also indirectly through the partial mediating effect of teaching efficacy. In summary, teaching efficacy play a significant partial mediating effect on the relationship between university teachers’ teaching academic competence and subjective well-being. 系统探究大学教师教学学术胜任力的特点及其与教学效能感、主观幸福感的关系，以期为促进教师专业发展提供兼具理论支撑与实践价值的实证研究依据。采用大学教师教学学术胜任力量表、教学效能感量表和教师主观幸福感量表，利用问卷星对303名大学教师进行问卷调查。结果发现，大学教师的教学学术胜任力总体处于中等偏上水平。大学教师的教学学术胜任力学历差异显著，博士教师的教学学术胜任力显著高于硕士及以下学历教师。大学教师教学学术胜任力、教学效能感和主观幸福感三者之间均呈显著正相关。大学教师教学学术胜任力不仅能直接正向预测其主观幸福感，还能通过教学效能感的部分中介作用间接影响其主观幸福感。大学教师的教学效能感在教学学术胜任力和主观幸福感之间的部分中介效应显著。
• DOI: 10.35534/pc.0806145 (registering DOI)
• Cite: 韩佳欣, 王广召, 宋吉振, 张金秀, 雍挺俊, 李义安. (2026). 大学教师的教学学术胜任力及其对主观幸福感的影响: 教学效能感的中介作用. 中国心理学前沿, 8 (6), 981-987.