Background: Current academic landscape is highly competitive, constantly pushing students to be persistent and focused in their academic tasks. However, today’s world is filled with digital distractions, impairing focus and student engagement (SE), especially affecting those with limited self-regulation. Aim: In this context, the study aims to develop an intervention grounded in Deep Work (DW) principles, integrating components from Self-Determination Theory (SDT), and the PERMA model. Method: Using a non-concurrent, multiple baseline case series design eight participants (M=24.9 years, SD = 3.05, Male=1, Female=7) were recruited for six-session intervention. Outcome measures were the deep and effortless concentration scale (DEC), the PERMA-Profile, the basic need satisfaction on a general scale (BNS), smartphone distraction scale (SDS), and the Utrecht work engagement scale-students form-9 items. Visual analysis and interrupted time series analysis (ITSA) were done. Result: Findings revealed a statistically significant immediate effect on DW skills (b=20.30, p=.032; τu=.975 (p < 0.001), while the overall model for flourishing was significant [R2=.221, F(5, 82)= 4.659, p =.001]. Conclusion: The study, being first-of-its-kind offers initial empirical evidence to an intervention aimed at enhancing DW and flourishing, highlighting the need for a more robust design with prolonged intervention.
