Metacognition in the e-learning environment: a successful proposition for Inclusive Education

The Locus of Control is a specific mode that allows each individual to identify the causes that determine a given event and therefore their own successes and failures. The internal attribution style is based on the subject’s ability, commitment, and intelligence. It strengthens self-esteem and sense of personal self-efficacy and is crucial to fostering school success. This research shows that an attributive-metacognitive training can improve the attributional style of students with Special Educational Needs (SEN). Such training offers the students the opportunity to reflect on their skills and strategies by expanding motivation through Information and Communication Technologies (ICT). This perspective and longitudinal study, measured the attribution style of attendees (30 subjects attending the first grade of secondary school in northeast Italy) before and after a metacognitive and attributive program. The training, carried out on-line and in attendance, lasted FOR about 8 months (from April 2015 to November 2015). The article presents the positive outcomes of the training, obtained by comparing the data emerging from the Attribution Questionnaire and regularized and standardized values (De Beni & Moè, 1995). The study extends knowledge on approaches and programs aimed at improving the attributional style in children with SEN. A progress of the internal attributional style is conducive to improving academic success in these subjects.