This study investigated the relationship between study habits and occupational aspirations among college-going students, utilising a comparative research design. The primary objective was to examine whether significant differences exist in the career ambitions of students categorised into higher and lower study habit groups. A sample of 120 technical and non-technical college-going students (60 technical and 60 non-technical) was randomly selected from various technical and non-technical colleges. Data collection was carried out using standardised instruments: the Study Habit Inventory (SHI) and the Occupational Aspiration Scale (OAS).

The collected data were quantitatively analysed using descriptive statistics, including Mean and Standard Deviation, while an independent samples t-test was employed to evaluate the primary hypothesis. The statistical analysis revealed a significant difference ($p < 0.05$) between the two groups, indicating that college students with higher study habits possess markedly higher occupational aspirations compared to their peers with lower study habits. Students exhibiting structured study routines, effective time management, and active learning strategies demonstrated a greater inclination toward highly competitive, specialised, and prestigious professional careers. Conversely, students with lower study habits tended to aspire to occupations with lower academic entry barriers.

These findings underscore the critical role of academic self-regulation in shaping long-term vocational goals. The study suggests that educational institutions should implement targeted interventions, such as study skill workshops, academic counselling, and structured mentorship programs. By actively fostering robust study habits, educators can enhance students' academic self-efficacy, thereby elevating their career trajectories and socio-economic potential.