Research by Dweck and colleagues on the association between individuals' theories of intelligence (i. e., growth/ability and fixed/entity) and their math achievement demonstrated that: Group of answer choices Ability-focused praise had a positive influence on math achievement. Teaching students to modify how they view intelligence can lead to an improvement in their grades. 7th-grade students with an entity/fixed theory of intelligence had more improvements in math scores over two years. None of the above.