FacebookManju Warrier, the Lady Superstar in Mollywood, is currently enjoying the success of her latest movie ‘Lucifer’. The versatile actress is now busy with the works of her new movie Jack N Jill and sources revealed that this will be a sci-fi thriller.Jack N Jill is being directed by acclaimed cinematographer Santosh Sivan. It should be noted that this upcoming movie marks the comeback of the ace cinematographer as a director in Mollywood after 2011 period drama Urumi that featured Prithviraj Sukumaran and Genelia in lead roles.Kalidas Jayaram will be playing a crucial role in Jack N Jill. The supporting star cast in the movie includes Suraj Venjarammoodu, Nedumudi Venu, Ramesh Pisharody and Basil Joseph.As per the latest updates, the makers are planning to release Jack N Jill in Tamil and Malayalam. It was previously reported that Aditi Balan, who made a memorable debut in the acclaimed flick Aruvi, is also playing a crucial role. However, Aditi has clarified that she has not been approached yet.Apart from directing the movie, Santosh Sivan will be handling cinematography. In the meantime, he will be also cranking the camera for Rajinikanth-AR Murugadoss movie Darbar.Jack N Jill is bankrolled by Lensman Studios, a Dubai-based company. On the other hand, Manju Warrier will be also seen playing crucial roles in Marakkar: Arabikkadalinte Simham and Tamil movie Asuran. Mohanlal is playing the lead role in Marakkar: Arabikkadalinte Simham, while Asuran has none other than Dhanush playing the title role.Asuran also marks the Tamil debut of Manju Warrier and expectations surrounding the movie was recently spiked when the first look poster was released.
© 2016 Phys.org Seeing the benefits of failure shapes kids’ beliefs about intelligence Explore further This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only. Larkmead School. Credit: CC-BY-SA-2.5,2.0,1.0 Citation: Growth mindset found to temper impact of poverty on student achievement (2016, July 19) retrieved 18 August 2019 from https://phys.org/news/2016-07-growth-mindset-temper-impact-poverty.html Journal information: Proceedings of the National Academy of Sciences The concept of intelligence is difficult to pin down, much less measure. So, too, is answering the question of whether it is possible for a person to become more intelligent by trying—most scientists in the field believe that it is mostly fixed at birth. But because it cannot be proven, people tend to have their own opinions—those who believe that a person can become more intelligent through hard work are referred to in psychological terms as having a growth mindset. Conversely, those who believe that intelligence is fixed at birth are referred to has having a fixed mindset.In order to gain some insight into whether such beliefs can have an impact on academic performance, the researchers worked with the public school system in Chile in 2012—they tested 75 percent of the entire class of 10th grade students and then monitored their academic performance. In addition to demographic questions, students were also asked questions about whether they believed intelligence was fixed at birth or whether it could be improved through hard work, such as by studying schoolwork.In studying the data, the researchers found that as expected students living in poverty tended to have much less academic success. They also found that students living in poverty were much more likely to have a fixed mindset. But they also found that those students living in poverty who had a growth mindset tended to do much better academically than those living in poverty who had a fixed mindset—so much better that their scores were nearly equal to students who were not living in poverty but who had a fixed mindset. These results, the researchers suggest, indicate that targeted interventions may help low-achieving students living in poverty perform at a higher level; however, the researchers are quick to point out that they are not advocating substituting mindset manipulation for poverty reduction programs. (Phys.org)—A trio of researchers from Stanford University has found that high school children living in poverty who have a growth mindset tend to do better in school than those with a fixed mindset. In their paper published in Proceedings of the National Academy of Sciences, Susana Claro, David Paunesku and Carol Dweck describe a study they carried out with high school sophomores in Chile, what they learned, and what their findings may indicate regarding children, education and poverty. More information: Susana Claro et al. Growth mindset tempers the effects of poverty on academic achievement, Proceedings of the National Academy of Sciences (2016). DOI: 10.1073/pnas.1608207113AbstractTwo largely separate bodies of empirical research have shown that academic achievement is influenced by structural factors, such as socioeconomic background, and psychological factors, such as students’ beliefs about their abilities. In this research, we use a nationwide sample of high school students from Chile to investigate how these factors interact on a systemic level. Confirming prior research, we find that family income is a strong predictor of achievement. Extending prior research, we find that a growth mindset (the belief that intelligence is not fixed and can be developed) is a comparably strong predictor of achievement and that it exhibits a positive relationship with achievement across all of the socioeconomic strata in the country. Furthermore, we find that students from lower-income families were less likely to hold a growth mindset than their wealthier peers, but those who did hold a growth mindset were appreciably buffered against the deleterious effects of poverty on achievement: students in the lowest 10th percentile of family income who exhibited a growth mindset showed academic performance as high as that of fixed mindset students from the 80th income percentile. These results suggest that students’ mindsets may temper or exacerbate the effects of economic disadvantage on a systemic level.