Learning Satisfaction and Academic Performance of Students in Higher Vocational Colleges in Xianning, China

Abstract

China's higher vocational education is undergoing a transition from rapid expansion to quality-oriented development. There are currently 1,486 higher vocational institutions nationwide, enrolling more than 5.5 million students annually. However, persistent societal misconceptions about vocational education and the tendency to prioritize theory over practice continue to undermine students’ learning motivation and satisfaction. Learning satisfaction - often considered a "barometer" of educational quality is closely linked to intrinsic motivation when basic psychological needs for autonomy, competence, and relatedness are fulfilled. Existing studies predominantly focus on traditional universities or foreign contexts leaving gaps in localized research on Chinese higher vocational students. Objective: This study examines the relationship between learning satisfaction and the academic performance in terms of the comprehensive assessment outcome among 300 sophomore students enrolled in a mental health education course at three vocational colleges in Xianning City, China: Xianning Vocational and Technical College, Hubei Health Vocational College, and the Xianning Campus of Hubei University of Commerce. Methods and Materials: A quantitative correlational design was employed. Learning satisfaction measured across autonomy, competence, and relatedness was assessed using a structured questionnaire administered to a stratified sample of 300 respondents. Statistical analyses included Pearson’s r, Spearman’s rho, t-tests, Mann–Whitney U tests, and ANOVA. Results: Students reported overall “Extremely Satisfied” ratings, particularly in autonomy and competence. Gender significantly influenced competence and relatedness, while age and institution showed no substantial variation. Academic performance in terms of the comprehensive assessment outcome among students was excellent, with significant differences observed only across institutions. All three dimensions of learning satisfaction were positively correlated with academic performance. Conclusion: Findings underscore the critical role of learning satisfaction in fostering engagement and academic success. Practical implications include enhancing pedagogical practices, strengthening student support systems, and optimizing institutional resource allocation within higher vocational education. Limitations and Future Research: Several limitations should be considered when interpreting the findings of this study. First, the research was conducted with a small and program-specific sample of mental health students, which may limit the generalizability of the results to other student populations or academic settings. Second, the use of a cross-sectional design restricts the ability to draw causal conclusions regarding the relationship between learning satisfaction and academic performance. Third, learning satisfaction were measured through self-report instruments that may be subject to response biases and variations in individual self-awareness. Additionally, academic performance was evaluated primarily through comprehensive assessment outcomes, which may not fully capture students’ overall academic abilities or practical competencies. The study also did not control for potentially influential factors such as mental health status, motivation, instructional quality, and socio-economic Published by Sciedu Press 405 ISSN 1927-2677 E-ISSN 1927-2685 http://jct.sciedupress.com Journal of Curriculum and Teaching Vol. 15, No. 1; 2026 background, all of which could have shaped students’ satisfaction and academic results. Lastly, conducting the study within a single institution introduces contextual limitations related to curriculum design, assessment practices, and institutional culture. Future research could use longitudinal designs to examine how learning satisfaction and academic performance change over time. Studies with larger and more diverse samples across multiple institutions may improve generalizability. Including additional measures of academic performance and exploring other variables—such as self-efficacy, mental well-being, and instructional factors—may provide deeper insight. Mixed methods approaches and investigations into interventions or learning environments may also help identify strategies to enhance both satisfaction and academic outcomes.

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