The objectives of the study were: (1) To know the general level of study habits persisting in intermediate students. (2) To study the influence of personality factors on study habits. (3) To examine the effect of self-concepts on the study habits. (4) To identify the influence of academic achievement of students on their study habits. (5) To study the influence of personal and socio-demographic variables on study habits. (6) To develop multiple regression equations in order to predict the study habits score of intermediate students with the help of different sets of independent variables.

The sample consisted of 1200 second year intermediate students of the state of Andhra Pradesh.

The tools used for the study were: Study Habits Inventory (SHI) constructed by the investigator; High School Personality Questionnaire (HSPQ) Form-A by Cattell adapted in Telugu by the investigator; Self-concept Scale (SCS) by Mukt Rani Rastogi adapted  in Telugu by the investigator; Socio-economic Scale (SES) developed by the investigator, and intermediate public examination marks taken from college records.

The 2x2x3 factorial design was used with two divisions of gender, two divisions of locality and three divisions of region. It was a survey and presage-product study.

The inferential statistical techniques used were t-test, F-test and Regression Analysis.

The findings of the study were: (1) On the whole the intermediate students have good study habits. (2) Region has significant influence on study habits. Students of Telangana region show better study habits than the other two regions. (3) Gender and locality (rural and urban) do not have significantly influence the study habits. (4) Most of the self-concept areas show significant influence on study habits of the students. (5) All the academic achievement scores have significant influence on study habits of the students. (6) Caste, native place, father’s educational qualifications, mother’s educational qualifications, father’s occupation, total children of parents, and annual income of the family have significant influence on study habits of the students. (7) Management, residence, group subjects chosen, religion, mother’s occupation, and birth order do not have significant influence on the study habits of the students. (8) Management, residence, group subjects chosen, religion, mother’s occupation, and birth order do not have significant influence on the study habits of the students. (9) It is possible to develop the multiple regression equations for predicting the study habits score of intermediate students with the help of different sets of independent variables.