We present results of a randomized controlled study that compared different types of affective messages delivered by pedagogical agents. We used animated characters that were empathic and emphasized the malleability of intelligence and the importance of effort. Results showed significant correlations between students who received more "empathic messages" and those who were "more confident," "more patient," exhibited "higher" levels of "interest," and "valued" math knowledge more. Students who received more growth mindset messages, tended to get more problems correct on their first attempt but valued math knowledge less and had lower "posttest scores." Students who received more "success/failure" messages tended to make "more mistakes," to be "less learning-oriented," and stated that they were "more confused." We conclude that these affective messages are powerful media to influence students' perceptions of themselves as learners, as well as their perceptions of the domain being taught. We have reported significant results that support the use of empathy to improve student affect and attitudes in a math tutor. [For the full proceedings, see ED596512.]