本文之目的有三；一為介紹在日常生活中素為人人皆知，但在學術領域卻鮮為學者使用的「習慣」概念，二為說明筆者從事開拓習慣心理學一支學問所經過之路程、近況及其重要性，而三為指出習慣概念在教育理論與實務工作，尤其在教育有關測量工具編製上之可用性與重要性。 文中，筆者首先把「習慣」界定為：「由刺激與反應穩定關係所構成的基本心理單元」。此定義雖然簡短，但嚴謹，且幾乎可將行為科學家所關心的大部分心理或行為現象納入在內。職之故，此定義可被各領域行為科學家所接受，因而可促成各領域之研究成果交流、互相參照應用之便，也可使長久以來一直被認為互相分離的臨床心理學、心理計量或測驗學、人格心理學、精神醫學、教育諮商心理學、輔導心理學及教育心理學…等諸多學術領域納入一個大一系統裡，也可使這些學術領域分別繼續保存其原有的特色。 在本文最後，筆者指出在教育諮商、輔導及測驗等學術與實務領域裡，習慣概念擁有龐大空間去發揮研究與應用功能。如果善用此概念所隱含之此項功能，將來它在培養良好教師的目標訂定，甄選優良教師的判準訂定，培養良好學生之目標訂定、考核，以及有關良好評量工具之編製工作上，必能提供許多貢獻。

The article tries to attain three purposes; firstly, to introduce functions of the concept of habit which is very familiar to laymen but unpopular among behavior scientists; secondly to narrate the author’s efforts in the development of habit psychology, the road the author has gone through, and the results the present author has achieved so far; and thirdly, to point out the possibilities and importance of applications of the concept of habit to the exploration of educational theories and the development of related instruments for the betterment of research activities in education. In the article, “the habit” is defined as a basic psychological unit, consisting of a stable relation between the stimulus and the response. Thus the concept is very short, simple, and rigid, but is able to encompass most psychological and behavioral phenomenon. Therefore, it is easily accepted by scholars in every academic area, and it is also therefore possible to unite many important findings in different scientific areas of behavior, and to establish a grand common theory for behavior scientists, and to break the very long lasting barriers, segregating pedagogy from clinical psychology, psychiatry, or counseling psychology, etc. In the last part of the article, the author sternly points out that there is much space in education for the concept of habit to exercise its potential contributions, including the development of habit scales, such as good teaching habits for teachers, good student habits, or good interpersonal relation habits for students.