目的：本研究旨在探討實習醫學生自我導向學習、工作投入與留任意願之關聯性，及工作投入是否對自我導向學習和留任意願之間產生中介效果。方法：自我導向學習區分為主動有效學習、持續學習、創造學習；留任意願區分為自願性留任與非自願性留任；工作投入區分為活力、奉獻與專注。以驗證性因素分析、Cronbach's α、敘述統計與推論統計進行資料分析。結果：問卷分析顯示不同年級實習醫學生對於留任意願程度、自我導向學習對留任意願有顯著正向相關、工作投入在自我導向學習與留任意願間具有中介效果。結論：不同年級實習醫學生的留任意願程度會因年級的不同而有所不同，同時自我導向學習對留任意願具有顯著正向相關，並透過工作投入而間接提升留任意願。

Objective: This study investigated the correlation between medical interns' self-directed learning, job involvement, and job retention to see if job involvement has a mediating effect between self-directed learning and intention to stay at a job. Methods: Self-directed learning included three dimensions: active and effective learning, continuous learning, and creative learning. Job intention was divided into voluntary and non-voluntary retention. Job involvement was categorized by vitality, devotion, and concentration. Analyses were conducted with confirmatory factor analysis, Cronbach's α, descriptive statistics and inferential statistics. Results: The different grade levels to which medical interns were assigned influenced their intention to stay at a job, and self-directed learning had a positive correlation with their intention to stay at a job. Job involvement had a mediating effect on self-directed learning and the intention to stay at a job. Conclusions: Medical interns' intention to stay at a job varied in accordance with their grade level. Self-directed learning had a positive correlation with job retention, and job involvement indirectly enhanced intention to stay at a job.