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Obesity rates are growing at an alarming rate and new solutions are urgently needed (WHO, 2010). This thesis aimed to explore the potential to translate some of the lessons learnt from the UK’s successful tobacco control approach to combating obesity, using Self Determination Theory (SDT, Ryan & Deci, 2000) as a theoretical framework to explore the mechanisms of policy level factors influence on individual motivation. This was explored in three studies using a mixed methods approach. Qualitative Study 1 aimed to explore people’s experiences of tobacco control and obesity policies. The results suggest that current tobacco and obesity policy climates are perceived as controlling and are not perceived as motivating for behaviour change. Study 2 tested the hypothesis generated in Study 1, that exaggerated images (i.e. morbidly obese figures) accompanying articles about the health risks of being overweight would prevent overweight people from identifying with these risks. The results demonstrated there was no effect on identification with the message, however such images cause individuals to visually underestimate the level of obesity associated with health risks. Study 3 pilot tested a campaign-style intervention which was translated from the tobacco domain. It involved a snack-swapping intervention designed to help people to increase their fruit and vegetables intake while supporting their autonomous motivation, and aiming to provide an online environment to normalise this aspect of healthy eating. Participants had higher intake of fruit and vegetables as a results of taking part in the intervention, however their intake of unhealthy snacks was not reduced. Applying SDT as a theoretical approach was useful as a means of understanding people’s responses to legislation, however the results emphasized challenges in implementing strategies which aim to create autonomy supportive climate at public policy level. New insights for policy development stemming from the three empirical studies have been outlined.

More than 59 million children are out of schools across the globe (UNESCO Institute for Statistics and UNICEF, 2015), despite the promise of education for all children by the year 2015. The situation is more pronounced in developing countries particularly in Africa and South Asia. Strategies adopted globally to attract children towards schools rarely considered improving the existing physical environments, despite evidence that primary school aged children (five to 12 years) learn more effectively when their education is incorporated with surrounding environments (Khan & Islam, 2014; Lieberman & Hoody, 1998; Mygind, 2009). This study investigated the potential of a primary school ground to be an effective learning environment and explores how the design of an outdoor environment can contribute to children’s learning. This interdisciplinary project is underpinned by classic psychological theories of child development (e.g. Piaget, 1964 and Vygotsky et al., 1978), while Gibson’s (1979) ‘Concept of Affordance’ and Barker’s (1976) ‘Theory of Behaviour Settings’ have provided the framework for exploring the relationship between the school ground and children’s learning. A quasi-experimental action research project was carried out in a Government primary school in Bangladesh, which included the design and development of the school ground, with the direct participation of children, teachers and parents. Another primary school (with no change to the outdoor environment) was used as a control school to compare the outcomes. A mixed methods approach to conduct this quasi-experiment included data from existing exam scores, questionnaire survey, observation and behaviour-mapping, focus group discussions and in-depth interviews. The key findings from this study indicate an overall positive influence of the designed outdoor environment on children’s academic performance and their motivation to learn. An increase in children’s cognitive, social and physical activities in the school ground is also evidenced by the study. The analysis of the data likewise reveals that different behaviour settings of the school ground offered opportunities for different teaching and learning activities. Both natural settings and settings with built features afforded more focused activities (e.g. gardens afforded exploration and connection with nature, while the play area afforded more functional play). Additionally, settings comprised of both natural and built elements (e.g. the area with loose materials and huts) and areas in close proximity with natural ones (i.e. the open yard) accommodated diverse and multiple teaching and learning activities (e.g. measuring, building/constructing and exploring). The findings further suggest that the design and use of the school ground had a surprising and unintended positive effect on teachers’ motivation and pedagogy. Through reflecting on the use of different landscape elements and settings in the school ground during formal outdoor classes and informal play times, the study has further come to propose some design recommendations for other new school grounds as well as the redesign of existing ones.

The effect that teacher interpersonal behaviour has on motivating students to want tolearn and on nurturing student self-efficacy in the science classroom cannot beunderestimated. Teacher interpersonal behaviour can be perceived to be the catalystthat determines the level of student self-efficacy in classroom activities. An analysisof effective classroom teaching has been assessed in recent times in relation toteacher interpersonal behaviour. However, the effect that teacher interpersonalbehaviour has on student motivation has not been studied.The aim of this study was to identify the interpersonal skills of teachers that areperceived to encourage a motivating classroom environment. It also describedstudents' perceptions of teacher interpersonal behaviour and classroom environment,and assessed the significant impact teacher interpersonal behaviour had on studentself-efficacy and student attitude towards science. Student data were collected from313 year 8, 9 and 10 science students in 12 classrooms in a girls' secondary school inBrisbane, Australia. They were studying a general science course that coveredaspects of biology, chemistry and physics. Qualitative and quantitative data werecollected. The study confirmed the validity and reliability of the Questionnaire onTeacher Interaction (QTI) and the Students' Motivation, Attitude and Self-Efficacy inScience (SMASES) questionnaire. Thus, the study identified perceptions of teacherinterpersonal behaviour and classroom environment, and investigated associationsbetween the results obtained from the analysis and the other instruments that wereadministered in the study. The study identified that there was a significantrelationship between teacher interpersonal behaviour and its effect on studentmotivation, self-efficacy and attitude towards science.

There is a large number of information security awareness programs (iSAP) found in the literature with multiple approaches. Considering that the number of security breaches performed by insiders is as high as 48%, the effectiveness of such programs is questionable. This leaves a considerable space for external, but also internal criminals, to perform and succeed in their attacks, something that can cause heavy losses (both economical and less tangible as reputation) to organizations. This thesis decided to study some of those iSAP to see their strengths and weaknesses. After studying the approaches in focus for this thesis, and following an inductive research method, a new model to develop iSAP from a holistic point of view was presented. The solution has been aligned with subject matter experts (SME) at “Company X” and with end-users external to that company. The model is now ready to be studied empirically in organizations to evaluate its effectiveness.