Abstract
In the context of vocational and technical education, students' innovative behavior and career development capabilities are considered key outcomes for improving educational quality and social adaptability. Although previous research has pointed out that intrinsic motivation plays a central role in promoting students' innovative tendencies, its formation and mechanisms remain largely untested. Based on self-determination theory, this study integrates three core psychological variables: basic psychological need satisfaction, intrinsic motivation, and career needs, to construct an integrative path model explaining the innovative behavior of vocational education students. Based on online questionnaire data from 695 students at vocational and technical colleges in China, the study first identified associations among variables using correlation analysis. Chained mediation path regression analysis was then used to examine the mediating mechanisms between the psychological variables. Finally, structural equation modeling was used to verify the overall path model and its fit. The results indicate that basic psychological need satisfaction not only directly enhances students' intrinsic motivation but also indirectly enhances their perceived need for career development through intrinsic motivation. Career needs play a significant mediating role in the relationship between intrinsic motivation and innovative behavior. This study reveals the multiple psychological mechanisms underlying the innovative behavior of vocational education students and emphasizes that curriculum design should focus on both motivational stimulation and career orientation. This study provides theoretical support and practical implications for building an innovation-oriented vocational education environment.