台灣原住民的學童普遍存在著低學習成就與高輟學率的問題，造成這個問題的原 因其實相當地複雜。本研究以歸因理論為架構，採質性研究取向，使用半結構性訪談與深度 訪談為研究工具，以六個月的時間探究一個台東縣布農族社發國中輟學/復學學生的輟學歸 因歷程，以及這個歸因歷程對這些學生之輟學與復學可能產生的影響。經由訪談四個原住民 輟學生、他們的老師及學校輔/訓導人員、家長、同儕或朋友，檢視比較輟學生輟學的自我 歸因以及家長、老師、輔/訓導人員對學生輟學的歸因，本研究呈現了四個原住民中輟生的 歸因、歸因的面向；　與歸因相關的情緒反應以及這些變項與輟學行為之間的關係。並檢視 中輟生的家庭問題與社區面對的經濟因難，進而提出「原住民學生中輟現象作為一個經濟、 社會問題而不是一個教育問題」的論述。最後根據本研究的結果提出了關於中輟預防的三點 建議。

　　　　　Indigenous students in Taiwan often encounter great difficulties learning in this education system. Low academic achievement and high dropout rate are two indicators for that problem. The causes and explanations for this phenomenon could be very complicated and therefore exist no quick solution. Following the qualitative research approach and addressing specifically on the problems of junior-high dropouts in a Bunun village in Taitung, this researcher employed semi-structural and in-depth interviewing techniques to interview four dropout students, their teachers and school administrators, as well as their parents and peers. The causal attributions of the students and their significant others for the students's dropout behaviors were cross-examined to understand and interpret students's dropout processes. The relationship among the causal attribution variables and their relationship with dropout related behaviors are presented in this paper. With some discussion on the problems of family dysfunction and economic impoverishment experienced by the indigenous dropouts, this author proposed an argument that the dropout phenomenon of this Bunun tribe cannot be considered primarily as an educational problem. Bunun tribe cannot be considered primarily as an educational problem. Based on results of this study, three suggestions are made about developing and implementing dropout prevention/intervention programs for indigenous students in the future.