本研究旨在探討影響技術學院學生中途離校或持續就學的相關因素，研究問題包括：一、技術學院中途離校學生，其離校的類別、原因及求學經驗現況為何？二、技術學院學生，其持續就學與個人背景是否有關聯性？三、不同背景變項的台北地區技術學院學生，其學術整合、人際整合的程度是否有顯著差異？四、中途離校與持續就學學生，二者在學術整合、人際整合的程度是否有顯著差異？五、技術學院學生其學術整合與人際整合是否有顯著相關？六、技術學院學生其學術整合、人際整合對持續就學是否有不同的預測力？七、技術學院學生，其財務需求、自我效能、學校重視學生福利的承諾對學術整合是否有不同的預測力？八、技術學院學生，其財務需求、自我效能、學校重視學生福利的承諾對人際整合是否有不同的預測力？
為達研究目的，研究者蒐集國內外相關文獻，歸納經濟、心理、組織、社會觀點，本研究個人背景變項包括性別、族群、家庭結構、家庭社經地位、以前就讀的高中（職）學校類型、多元入學方式、有無申請助學貸款、有無領取獎助學金、就學期間打工情形，共計九項個人背景變項。並以財務需求、自我效能、學校重視學生福利的承諾、學術整合、人際整合，做為研究台北地區技術學院學生中途離校或持續就學之相關因素。
研究對象為台北地區13所技術學院日間部四技一年級學生計7773名，取樣中途離校學生102名，持續就學學生705名，共計807名，佔研究母群10.38％。研究方法為調查研究法，研究工具為研究者依據國內外相關量表，自行編製之「技術學院學生求學經驗問卷」，用以調查影響台北地區技術學院學生中途離校或持續就學之相關因素。
本研究結果發現：
一、本研究樣本中途離校學生，離校的類別以自願休學及轉學居多。
二、本研究樣本中途離校學生，離校最主要的原因是志趣不合。
三、中途離校學生的求學經驗方面，本研究樣本中途離校學生學術整合的程度比人際整合低，且有中度偏高的財務需求。
四、技術學院學生其持續就學與性別、多元入學方式、不同打工情形有顯著的關聯。
五、不同背景技術學院學生學術整合差異情形：女生之學術整合顯著高於男生；目前擔任學校工讀生者之學術整合，顯著高於目前沒有打工者以及目前在校外打工者；而目前沒有打工者之學術整合，顯著高於目前在校外打工者。
六、不同背景技術學院學生人際整合差異情形：女生之人際整合顯著高於男生；目前擔任學校工讀生者之人際整合，顯著高於目前沒有打工者以及目前在校外打工者；而目前沒有打工者與目前在校外打工者之人際整合差異情形未達顯著水準。
七、技術學院持續就學學生之學術整合顯著高於中途離校學生。
八、技術學院持續就學學生之人際整合顯著高於中途離校學生。
九、學術整合與人際整合有顯著正相關
十、學術整合比人際整合對持續就學更具預測力。
十一、自我效能比學校重視學生福利的承諾、財務需求對學術整合更具預測力。
十二、自我效能比學校重視學生福利的承諾、財務需求對人際整合更具預測力。
最後，依據研究結果與結論，分別對政府教育機關、技術學院學校、技術學院教師及後續研究提出具體建議，以供參考。

The purpose of this study aims to explore the correlation factors which affect on the dropouts or the persistence of technical college students, and takes further step to put forward the following issues for in-depth investigation:
(1)What are the dropouts types of the technical college students?
What are the causes for the technical college dropouts?
What is the status quo of learning for the technical college students?
(2)Is there any correlation between the student persistence and their personal backgrounds？
(3)Is there any significant difference on academic integration and social integration for technical college students with different background variables in Taipei area?
(4)Is there any significant difference on academic integration and social integration between the dropouts and the persistence students?
(5)Is there any statistically significant correlation between the academic integration and the social integration from the technical college students?
(6)Is there any different predictability to the persistence from the technical college students’ social integration and the academic integration, respectively?
(7)Is there any different predictability to the academic integration from the technical college students’ financial-need, self-efficacy and the institutional commitments to welfare of students, respectively?
(8)Is there any different predictability to the social integration in terms of the technical college students’ financial-need, self-efficacy and the institutional commitments to welfare of students, respectively?

This research aims to predict the social integration of the technical college students in terms of their financial needs, self-efficacy and acknowledge of the institutional commitments to welfare of students.
Based on the literatures from the studies, This research induced four theoretical perspectives on dropouts, i.e. economic, psychological, organizational and sociological. This study applied the following nine personal background variables including gender, ethnical, family structure, social economic status, high school type, multiple admission initiative, student loan, scholarship and grants ,and part-time work. This research further took Financial Aid, Self-Efficacy, the Institutional Commitment to the Welfare of Students, Academic Integration and Social Integration as the factors to probe into the influence on dropout or persistence from technical college students in Taipei area.
807 students in the sample of this study, consisted of 705 persistence students and 102 dropouts, were drawn from a total of first-year 7773 students from 13 technical colleges in Taipei area, as the sample size was 10.38%. A “Questionnaire on the Technical College Students’ Learning Experience” based on the Likert 5 point rating scale was developed to survey the correlation factors of the technical colleges dropouts or persistence in Taipei area.
The findings of the research show the following results:
1.According to descriptive statistics of this study sample, voluntary suspension of schooling and transfer made up a majority of the category of dropout.
2.The incompatible interest was the major factor leading to students’ dropout.
3.In terms of learning experience, the dropouts’ level of academic integration was lower than that of their social integration, as they also showed moderate high level of financial needs.
4.It showed significant correlation between the persistence of technical college students and the gender, multiple admission initiative and part-time work status.
5.Different academic integration revealed from technical college students with diverse backgrounds:
Girls showed higher academic integration than the boys have.
Those students who had part-time work on campus showed higher academic integration than those who hadn’t engaged in part-time work or those who had off-campus part-time work.
Those students who hadn’t engaged in part-time work showed higher academic integration than those who had off-campus part-time work.
6.Different social integration revealed from technical college students with diverse backgrounds:
Girls showed higher social integration than the boys have.
Those students who had part-time work on campus showed higher social integration than those who hadn’t engaged in part-time work or those who had off-campus part-time work.
It showed no significant statistic social integration difference between those students who had off-campus part-time work and those students who had no part-time work at all.
7.The persistence students of technical colleges had demonstrated significant higher academic integration than that of the dropouts.
8.The persistence students of technical colleges had significant higher social integration than that of the dropouts.
9.It showed significant positive correlation on academic integration and social integration.
10.The academic integration enhanced more predictability to the persistence than the social integration did.
11.The Self-efficacy showed more predictability to the academic integration than the Institutional Commitments to Welfare of Students and Financial-need did.
12.The Self-efficacy showed more predictability to the social integration than the Institutional Commitments to Welfare of Students and Financial-need did.

Finally, the results of this study would further lead to the concrete suggestions and proposals to be advanced for the government educational organization, the technical college, faculty of the technical college and subsequent researches for further reference.

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