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The purpose of this paper is to make the case for bringing compassion to students in educational settings, preschool through graduate school (PK-20).

First, the author defines what is meant by “compassion” and differentiates it from the related constructs. Next, the author discusses the importance of bringing compassion into education, thinking specifically about preschool, K-12 (elementary and middle school/junior high/high school), college students, and graduate students (e.g. law, medical, nurses, counselors and therapists-in-training). The author then reviews the scant empirical literature on compassion in education and makes recommendations for future research. In the final section, the author makes specific and practical recommendations for the classroom (e.g. how to teach and evaluate compassion in PK-20).

While there is a fair amount of research on compassion with college students, and specifically regarding compassion for oneself, as the author reviews in this paper, the field is wide open in terms of empirical research with other students and examining other forms of compassion.

This is not a formal review or meta-analysis.

This paper will be a useful resource for teachers and those interested in PK-20 education.

This paper highlights the problems and opportunities for bringing compassion into education settings.

To date, no review of compassion in PK-20 exists.

The study examines the role that societal levels of self-control – behavioral and cognitive self-control – play in shaping entrepreneurial intentions after both favorable and unfavorable prior exits.

Using Global Entrepreneurship Monitor (GEM) data set on the nature of entrepreneurial exits from 32 countries between 2007 and 2010 and supplementing this data set with country-level scores of behavioral and cognitive self-controls, the authors test five hypotheses on the effects of societal levels of self-control on post-exit entrepreneurial intentions.

The study finds that individuals who exit entrepreneurship for negative reasons (versus positive reasons) are more likely to form entrepreneurial intentions. Further, societal levels of self-control moderate this likelihood.

The study invokes the psychological construct of self-control in the context of entrepreneurship. The novelty lies in rendering self-control as also a higher order societal level construct and then also empirically testing the role that societal self-control plays in shaping entrepreneurial intentions after prior exits. Societal self-control accounts for cross-country variance in why individuals in some societies are better suited and capable to return to entrepreneurship despite unfavorable prior exits.