This study investigates the structural relationships among educational quality, academic motivation, and academic life satisfaction among vocational college students in Anhui Province, China. Educational reforms have significantly expanded vocational pathways. However, empirical evidence remains limited regarding how institutional environments shape students’ motivational processes and well-being. Drawing on Self-Determination Theory, Social Cognitive Theory, and Subjective Well-Being theory, this study proposes a structural model. Using a cross-sectional design, data were collected through purposive non-probability sampling from full-time students enrolled in multiple public higher vocational colleges across Anhui Province. A total of 307 valid responses were collected through a structured survey. Partial Least Squares Structural Equation Modeling (PLS-SEM) was employed to assess both the measurement and structural models. The results provide strong support for all hypothesised relationships. First, educational quality demonstrated a substantial positive effect on academic motivation. This indicates that relevant curricula, supportive teaching, and sufficient learning resources significantly enhance students' perceived competence and engagement. Second, academic motivation functioned as a mediator between educational quality and academic life satisfaction, indicating that educational quality influences academic life satisfaction partly through motivational processes. Finally, educational quality continued to exert a significant direct positive effect on academic life satisfaction, underscoring the importance of institutional structures in shaping cognitive well-being. These results highlight an integrated pathway where institutional quality and motivational processes jointly contribute to academic satisfaction. Practical implications include the need to strengthen teaching quality and enhance curriculum relevance to cultivate both motivation and student satisfaction.
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