<p>The phenomenon of problematic TikTok use (PTU) has emerged as a growing concern among educators and researchers due to its documented impacts on students’ education, emotions, and social interactions. Despite increasing scholarly attention to digital media impacts, a significant research gap persists in understanding PTU’s multifaceted effects on higher vocational students, a vulnerable population characterized by heightened anxiety and impulsivity. This quantitative investigation (<i>N</i> = 503) employs structural equation modeling (SEM) to examine gratification-seeking motivations underlying PTU within China’s unique digital landscape. The study further examines its subsequent associations with academic procrastination, emotion dysregulation, social avoidance, and subjective well-being. Results reveal that recognition, information, and amusement motivations significantly propel PTU, while communication motivation does not exhibit a notable influence. Moreover, empirical findings demonstrate positive correlations between PTU and academic procrastination, emotion dysregulation, and social avoidance. Counter to theoretical expectations, PTU exhibits a paradoxical positive direct effect on subjective well-being with emotion dysregulation positively correlating with subjective well-being. Furthermore, mediation analyses indicate that academic, emotional, and social factors do not fully explain the PTU-wellbeing paradox, implying underlying moderators such as collectivist coping styles. The results provide novel insights into the complex dynamics between PTU and subjective well-being, offering valuable guidance for TikTok users, educators, and policymakers seeking to mitigate PTU’s negative consequences and promote healthy digital media engagement among higher vocational students.</p>