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We used a positive psychology perspective to explore the relationships among university students' social support, belonging, self-esteem, hope, and learning outcomes. Participants, comprising 739 students enrolled at a science and technology university in Taiwan, completed written questionnaires
assessing the focal variables. The results showed that students' perception of social support influenced learning outcomes through self-esteem and belonging, which then influenced their hope. In addition, social support given by teachers versus that given by peers had different influences
on students' hope. Teacher support effectively predicted the goal orientation, pathways thinking, and agency thinking dimensions of students' hope, whereas peer support effectively predicted students' pathways thinking and agency thinking but not goal orientation. Practical implications and
recommendations for future research are presented.

AbstractWe investigated the relationship between the acquisition of singular–plural morpho‐syntax and children's representation of the distinction between singular and plural sets.Experiment 1tested 18‐month‐olds using the manual‐search paradigm and found that, like 14‐month‐olds (Feigenson & Carey, 2005), they distinguished three objects from one but not four objects from one. Thus, they failed to represent four objects as 'plural' or 'more than one'.Experiment 2found that children continued to fail at the 1 vs. 4 manual‐search task at 20 months of age, even when told, via explicit morpho‐syntactic singular–plural cues, that one or many balls are being hidden. However, 22‐ and 24‐month‐olds succeeded both with and without verbal cues. Parental report data indicated that most 22‐ and 24‐month‐olds, but few 20‐month‐olds, had begun producing plural nouns in their speech. Also, the success among the older children was due to those children who had reportedly begun producing plural nouns. We discuss a possible role for language acquisition in children's deployment of set‐based quantification and the distinction between singular and plural sets.