| Summary: | 碩士 === 臺東師範學院 === 教育研究所 === 88 === Due to many disadvantage factors encountered by them, indigenous students in Taiwan often show poorer academic performance and higher dropout rate. In Taiwan, there exists very limited studies focusing on dropout problems, and those specifically on the problem of indigenous students are even less. This study examined the causal factors for the dropout behavior of indigenous junior high school students in Taitung from different perspectives (namely, individual, school, family, peer and social). Taking Weiner’s attribution theory as their major research frame, the authors conducted this quantitative and qualitative study using methods such as questionnaire and semi-structural interviewing to explore the students’ causal attribution processes. The authors also tried to find the linkages among the students’ attribution, and those of the parents and the teachers.
Major findings of the study are summarized below:
1. The background characteristics of junior high school dropouts in Taitung are as follow: The proportion of indigenous students is high. Most of them come from low SES families, single parent families or are brought up by grandparents.
2. The most important causal factor for junior high school dropouts in Taitung is school related. The main causal dimension of the attributed causes is internal, controllable and unstable.
3. The causal factors mentioned by the interviewed indigenous dropouts, parents and teachers in Taitung are diverse. The main causal factor of indigenous dropouts is individual related. The main causal factor of their parents is peer related. The main causal factor of their teachers is individual related.
4. The main causal dimension for the interviewed indigenous dropouts, parents and teachers in Taitung is internal, controllable, unstable and external, controllable, unstable.
5. When dropouts were asked about their problem encountered after returning to the school, most of them said that they had no problem at all and some said that the major problem was about school learning.
Based on these findings stated above, recommendations for parents, educators and government policies of Taiwan’s indigenous students.
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