The transition from high
school to college represents a critical developmental period during which
students face new academic challenges and assume greater personal
responsibility. However, not all incoming students possess the mental readiness
and skills required to succeed in higher education, contributing to high
dropout rates and academic underperformance. This study evaluates a positive
psychology-based College Readiness course designed to enhance factors
associated with students’ academic success. Using a quasi-experimental
mixed-methods design, the study assessed the intervention’s impact on 58
Vietnamese college students. Data collection included quantitative measures at
three time points, complemented by qualitative insights from open-ended surveys
and focus group interviews. Changes in students’ psychological well-being,
self-efficacy, and learning confidence were examined. Results demonstrated
significant improvements across all measured domains, with effects maintained
six weeks post-intervention. Qualitative analysis highlighted specific course
components driving these positive outcomes. These findings provide
evidence-based strategies for designing effective college transition programs.