In this study, 80 ninth-grade students enrolled in Algebra I from a high school in south Texas completed the Implicit Theories of Intelligence Scale for Children (ITIS) Survey and the Attitudes Toward Mathematics Inventory (ATMI) Survey, before and after a set of interventions. The students were divided into one of four groups, three with applied intervention and one control group: intelligence theory, utility value theory, both intelligence theory and utility value theory, and no interventions (control group). Analyses were conducted to determine the impact of the interventions on the overall scores on the ITIS and ATMI surveys. The results showed that all groups had an increase in malleable intelligence scores, with the biggest increase of those scores being from the group who received the intelligence theory intervention; all groups who received an intervention had an increase in math value scores, with the biggest increase being from the group who received the utility value intervention; and all groups had an increase in motivation and enjoyment scores. There were also statistically significant differences between the utility value intervention group and the no intervention group for math value scores on the ATMI survey after interventions. The group that received the intelligence theory intervention had a statistically significant decrease in fixed intelligence scores and a statistically significant increase in malleable intelligence scores on the ITIS survey. The group that received the utility value intervention had a statistically significant increase in value scores on the ATMI survey. The age implications of this study are significant as the participants are at a critical stage in both cognitive and emotional development, when their beliefs and attitudes about mathematics and intelligence are being cemented. Participants being enrolled in Algebra I, a foundational course in mathematics, is also significant as their success or failure in this introductory course into secondary mathematics curriculum greatly impacts their subsequent math courses. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]