本研究從23篇研究中輟之論文計算865個效應量，以比較五個影響中輟因素之影響力。低的人口變項特性、不良的家庭社會化、不良的學校社會化、學生個人問題、及結交反社會同儕等五個因素對中輟的效應量平均約在0.2到0.44之間。但個人問題因素之次因素「不良學業表現」卻是唯一達到大效應量者（0.96）。似乎是五個因素的效果會累積到不良學業表現。最後學業表現單獨或與其他因素聯合而導致中輟。本研究之結果意涵著採取補救措施以改善有中輟危機學生之學業表現似乎應列為第一優先考量。

To compare the magnitude of five factors contributing to school dropout by means of meta-analysis, 865 effect sizes were calculated from statistical data in 23 studies. In average, the five factors (low demographic characteristics, poor family socialization, poor school socialization, personal problems, and bonding to antisocial peers) contributed to high school dropout with a grand mean effect sizes of 0.37, ranging from 0.20 to 0.44, whereas the poor school performance of the factor “personal problems” was the distinctive subcategory that had a large effect size (0.96). It seems that influences of different factors may accumulate in the poor academic performance that alone or in accompany with other factors leads to dropping out of school. The result of the present study implies that remedial measurements to improve the school performance of a student at risk of dropout should be the first priority for the prevention of dropout.