The present study investigates the Perception of Ability Scale for Students (PASS) which is purported to measure six academic self-concept dynamic factors evident in children. Although previous analyses of PASS among New Zealand children have suggested only Penmanship/Neatness subscale did not yield a significant effect, corresponding analyses among non-Western children have not yet been undertaken in any satisfactory manner. To this end, the present article, reports the treatment by two-way analyses of variance for the PASS on an African sample of 204 Form 2 or Grade 6 students enrolled in various elementary schools. The results suggest the scale does not appear to have a ceiling effect which prevents differentiation of normally-achieving and learning-disabled groups from those of gifted ones. The results also indicate that in comparison with normally-achieving children, the learning-disabled (LD) children are characterized by significantly more negative perceptions of ability and negative academic self-concept, along with tendencies towards learned helplessness and lower achievement expectations for future success in school. The Perception ofAbility Scale for Students is not only a new addition to the field of academic selfconcept measurement, but also a major breakthrough for assessing children's cognitive-motivational variables without the difficulties associated with self-report questionnaires. Nevertheless, the degree of variation across both studies and samples suggests that further refinement of the PASS is required in order to improve its reliability and robustness.
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