Compassion: A Self-Transcendent Emotion in University Students: A Conceptual Analysis According to Walker & Avant

Abstract

Introduction: University life is characterized by existential challenges and high levels of stress. Coping strategies from a transformative perspective allow the integration of compassion, a self-transcendent emotion that motivates individuals to recognize the suffering of others, desire to alleviate it, and connect with a shared humanity, thereby fostering emotional regulation and promoting a culture of peace and respectful coexistence. Objective: To clarify and delimit the attributes, antecedents, and consequences of compassion within the context of higher education in order to promote human development. Method: A conceptual analysis was conducted following the review methodology established by Walker and Avant (2011). Articles defining the concept of compassion were identified in the SciELO, CUIDEN, EBSCO, MEDLINE, and LILACS databases and analyzed through the lens of Carl Rogers’ actualizing tendency theory (1961/2012). Results: Mindfulness, shared humanity, and unconditional acceptance were identified as the primary attributes of compassion. The conceptual analysis showed that compassion enables students to expand their personal boundaries and find meaning through relationships of interdependence. Conclusions: Compassion is not merely a feeling, but a spiritual and relational process that helps individuals give meaning to life and strengthen the social fabric. Compassion can also be integrated into university policies and strategies aimed at achieving the Sustainable Development Goals (SDGs 3, 4, and 16), thereby consolidating more humane, resilient institutions committed to the post-2030 global agenda.