The transition to college represents a critical developmental period that requires students to adapt to new academic demands, social environments, and increased personal autonomy. Central to successful adjustment are engagement and connectedness, which are associated with academic persistence, psychological well-being, and social integration. This study examined the preliminary effectiveness of the Fostering Engagement and Connectedness Together (FECT) Program, a structured positive psychology group intervention grounded in the EPOCH model. Using a one-group pretest–posttest quasi-experimental design without a control group, 40 college students participated in a six-session intervention focused on mental health awareness, motivation enhancement, goal setting, and relationship building. Standardized measures of engagement, connectedness, and psychological well-being were administered before and after the intervention. Results indicated statistically significant improvements in engagement (t(39) = 7.85, p < .001, d = 1.24), connectedness (t(39) = 8.31, p < .001, d = 1.31), and well-being (t(39) = 9.02, p < .001, d = 1.42), with all effect sizes in the large range. Cohen’s d values were computed using the standard deviation of the difference scores for paired-samples data. These findings provide preliminary evidence that structured, group-based interventions grounded in positive psychology may support students’ adjustment to college life by enhancing academic engagement and sense of belonging. However, the absence of a control group limits causal interpretation of the findings. The study highlights the potential value of integrating engagement and connectedness-focused programs within higher education to promote holistic student development and well-being.

Keywords: engagement, connectedness, positive psychology, college students, EPOCH model, group intervention, well-being, higher education