Family climate and its relationship to psychological resilience among counseling students in Jordan

ABSTRACT

The current study aimed to identify the relationships among family climate characteristics and psychological resilience among (female) counselling students at one university in Jordan. A family climate scale and a psychological resilience scale were administered to a sample of 157 students. Results indicated high levels of both positive family climate and psychological resilience, with no differences in family climate shown due to the variables of birth order or academic year. Differences appeared in psychological resilience according to the birth order variable in favour of the eldest girl in the family, and according to the academic year variable and in favour of the fourth-year students. Positive family climate was positively correlated with psychological resilience.”

KEYWORDS:

• Family climate
• psychological resilience
• counseling students
• female university students

Introduction

The family climate plays a pivotal role in shaping the psychological resilience of university students. It serves as the foundation upon which individuals build their emotional and psychological well-being, laying the groundwork for their ability to face life’s challenges (Xia, 2009). The family is the first social unit an individual encounters, and its influence can be profound and enduring. A nurturing and supportive family climate fosters emotional security, self-esteem, and a sense of belonging, all of which are crucial components of psychological resilience. Conversely, a toxic or unstable family environment can undermine these crucial attributes, making it more difficult for students to cope with the demands and stressors of university life (Kafifi, 2010).

A positive family climate, characterized by open communication, empathy, and mutual support, equips students with the tools to handle academic pressures, interpersonal conflicts, and personal setbacks. It fosters a sense of self-worth, making it easier for students to bounce back from adversity and maintain mental well-being ((Al-Tantawi, 2008; Dwairy, 2004).

On the other hand, a dysfunctional family climate marked by conflict, neglect, or abuse can have detrimental effects on a student’s psychological resilience. Such an environment can contribute to anxiety, depression, and a diminished capacity to manage stress, ultimately hindering academic performance and personal development (Al-Tantawi, 2008).

A supportive family environment with a safe and healthy family climate may contribute to the individual’s psychological resilience, which is an important factor in human mental health (Banat et al., 2017). Understanding the importance of family climate to the psychological resilience of university students is essential for educators, counsellors, and parents alike. By recognizing the influence of the family environment, stakeholders can take proactive steps to create a supportive and nurturing atmosphere that empowers students to thrive academically and emotionally (Mounts, 2008; Spera, 2005). Also, Individuals who have psychological resilience feel steadfastness, and resistance, are high achievers, have self-control, leadership skills, and a sense of motivation, active, as noted by several studies as O ’ Rourke (O’Rourke, 2004), individuals who have psychological resilience drive them to endure pressures and crises, resisting stressful events and deal with events in a smooth manner and convert these situations into acceptable positions (Mafraji and Al Shehri (Al-Mafraji & Al-Shehri, 2008; Lai & Lenenko, 2007).

Resilience is defined as the process of adapting well in the face of adversity, trauma, tragedy, or threats. It also includes coping with significant stress caused by problematic and toxic relationships in the family or at the workplace and the capacity to bounce back from difficult experiences according to the American Psychological Association (Sharma & Hussain, 2021). There are three dimensions of psychological resilience, which are: commitment: the individual’s feeling of the importance of himself and the importance of what he does, then control, which means: the individual’s ability to make decisions and face all crises, then the challenge, which is the individual’s belief that all the changes he faces in life Are necessary (Kobasa & Puccetti, 1983). Psychological resilience is what the individual has of character traits that protect him or her from difficult life events, and it is a motivation for the individual that enables him or her to exploit all the abilities to face life’s difficulties, which makes living in a positive way (Sayyad and Qatrawi 2015).

The current study interest university and female students who will be responsible for raising children and taking care of their academic, behavioural, and psychological aspects, this study tried to find out the family climate and its relationship to psychological resilience among female students who are studying counselling psychology at Princess Alia college of the Balqa Applied University in Jordan, Given that they represent the cohort of female students dedicated to their education at this university, and considering that the proportion of female students completing their university studies is relatively high within the Jordanian youth community. The current study tried to identify an important psychological aspect among female university students, it is hoped that this study guides specialists and researchers who work with this category to use the scales provided by this study. Also, the study was limited to students who are studying counselling at the College of Princess Alia of Balqa Applied University in Jordan for a BA degree during September and October of the academic year 2019/2020.

Studying family climate and psychological resilience among female university students is important for several reasons: Understanding how family dynamics and support systems influence psychological resilience can provide insights into the mental well-being of female students. While Family climate can impact students’ academic performance and ability to cope with stress. Family relationships and resilience are integral to personal development. On the other hand Gender roles and expectations within families can have a significant influence on female students’ experiences and resilience. Researching these aspects can contribute to a better understanding of how female university students navigate their personal growth and development within the context of their family environment.

Previous studies

In a study related to the current research topic, Al-Momani &;, Banisaeed (Al-Momani & Banisaeed, 2022), tried to identify the relationship between family climate and methods of coping with psychological stress among female students at Al-Balqa Applied University, Jordan, and their relationship to the specialization, a random sample consisting of 300 female university students applied the scales. The results indicated that there is a positive statistically significant correlation between family climate and the methods of coping with psychological stress in addition to having statistically significant differences in the methods of coping with psychological stress among female students in the study sample according to specialization (scientific or humanistic), in favour of scientific specialization.

A study by Sharma and Hussain (2021) investigated the family environment on resilience and mental well-being of young adults. A sample of 110 young adults aged 18–24 who are living with their biological family was taken for study. The Family Environment Scale (FES), Mental Well-being Scale (WEMWEB), and Brief Resilience Scale (BRS) were applied. Results revealed that family environment is significantly related to and influences the resilience and mental well-being of young adults. There is a significant relationship between the family environment and its dimensions (cohesion, conflict, active recreational orientation) with resilience among young adults, the family environment has a significant relation with mental well-being and so such relation has been seen in resilience and mental well-being.

Another study conducted by Abu Azzam (2019) investigated the psychosocial climate and its relationship with emotional stability and ego strength among female students at the Islamic University of Gaza. The study involved a sample of 376 fourth-year female students enrolled at the university. Psychosocial climate scales and two psychological measures of ego strength were administered, revealing a relationship between social and emotional stability among university students.

To examine the relationship between affective family climate with emotional self-regulation and resiliency of students a study was conducted by Fard and Hajiarbabi (2019). The sample consisted of 150 students from Azad University of Mashhad during the year 2017–2018, three questionnaires of affective family climate, emotional self-regulation questionnaire, and resiliency questionnaire were applied. The findings showed that affective family climate is significantly correlated with emotional self-regulation and resiliency.

In a study conducted by Chung, E. Turnbull, D., & Chur-Hansen (Chung et al., 2017) to compare the levels of resilience between ‘traditional’ and ‘non-traditional’ students, first-year students participated in an online mental health survey that included a standardized measure of resilience. The results indicated that students who identified themselves as ‘non-traditional’ in various life aspects exhibited significantly higher resilience compared to self-identified ‘traditional students’. These findings suggest that life experiences commonly associated with mature-aged students, such as employment and caregiving responsibilities, may contribute to higher levels of resilience.

To explore the relationship between self-concept and patterns of family climate among students at the University of Islamic Sciences a study by Al Talahin et al. (2017), the effect of gender and age on this relationship was investigated. The study sample consisted of a randomly selected group of students, totalling 139 participants, including 58 male and 81 female students. The results revealed a positive correlation between family climate patterns and self-concept across all dimensions.

Another study was conducted by Safarzadeh (2016) in Iran, aiming to investigate the relationship between emotional family climate, self-efficacy, and personal and social adaptation with the academic achievement of university students. The study sample consisted of (300) male and female students from the Islamic Azad University. The results showed that there is a positive relationship between the variables of the emotional family climate, self-efficacy, and personal and social adaptation with the academic achievement of university students.

In a separate study, Gokhan and Ali (2013), the resilience of high-achieving students in Turkey was investigated. The aim was to explore the relationships between student resilience and various factors, including academic climate, teacher attitudes and behaviours, family support, and peer support, as perceived by the students themselves. The study involved 509 randomly selected students from Ankara. The results revealed that students’ perceptions of sociability, communication skills, and determination were higher than their perceptions of self-efficacy, hope, and problem-solving skills, which are all crucial components of resilience. The research also identified significant correlations between student resilience and factors such as gender, grade level, fathers’ educational level, family income, grade point average, and absenteeism. Moreover, the study emphasized the significant role of perceived support from both family and peers as important predictors of student resilience.

In another study by Mahmoud (2012), psychological resilience and self-management were examined as predictors of mental health and academic success among (188) male and female Diploma students at Education College. The results indicated a positive and statistically significant relationship between psychological resilience, self-management, mental health, and academic success. It was also found that academic success could be predicted through psychological resilience and self-management. Additionally, the study revealed statistically significant differences in both psychological resilience and self-management between males and females, with males showing higher levels of both attributes.

In a study conducted by Al-Berakdar (Al-Berkadar, 2011), the objective was to evaluate the degree of psychological stress, identify its sources, and explore its correlation with the level of psychological resilience among (843) male and female students enrolled in the College of Education at the University of Mosul in Iraq. The research outcomes indicated a low level of psychological resilience among the students. Furthermore, the study revealed statistically significant variations in both the levels of psychological stress and psychological resilience between male and female students, with males exhibiting higher psychological resilience. Additionally, the research found significant differences in the levels of psychological stress and psychological resilience among the students.

This study contributes to the existing body of knowledge on the relationship between family climate and psychological resilience. It adds to the understanding of how birth order and academic year might influence psychological resilience among female university students for several reasons: Understanding Variability: Different academic years may present varying challenges and stressors for students, such as academic workload, social dynamics, and personal development milestones. Analyzing these variations can provide insights into how family climate affects resilience under different circumstances. Identifying Developmental Patterns: Birth order has been linked to differences in personality traits, coping mechanisms, and family dynamics. By examining how birth order interacts with family climate to influence resilience, researchers can uncover developmental patterns and understand how individuals navigate adversity within their family context. Enhancing Support Systems: Schools and counselling centres can use insights from this analysis to enhance their support systems for students. By understanding how family climate interacts with academic year and birth order to influence resilience, institutions can implement proactive measures to promote student well-being and academic success.

On the other hand, The cultural context in Jordan often favours males, which can create challenges for females in their pursuit of self-realization and empowerment. In this context, females may encounter societal expectations and norms that prioritize males in various aspects of life, including education, employment, and decision-making. As a result, females may face obstacles and barriers that require them to demonstrate resilience and confront difficulties to assert themselves and achieve their goals. In such a context, females may need to develop resilience as a coping mechanism to overcome societal obstacles and challenges. This resilience enables them to persist in the face of adversity, challenge gender stereotypes, and assert their agency and autonomy. By confronting these challenges and demonstrating resilience, females in Jordan can strive to achieve self-realization, empowerment, and equal opportunities despite the prevailing cultural norms and gender biases.

Study questions

The study attempts to answer all the following questions:

1. What is the level of the family climate among female counselling students in Jordan?

2. What is the level of psychological resilience of female counselling students in Jordan?

3. Does the family climate of female counselling students in Jordan differ according to the variables of birth order and university year?

4. Does the level of psychological resilience of female counselling students in Jordan differ according to the variables of birth order and academic year?

5. Is there a statistically significant relationship (α (0.05 = between the family climate and the psychological resilience among female counselling students in Jordan?

Methodology

The descriptive correlational approach was used in this research, due to its relevance to the study.

Study population

The study population consisted of all female counselling students at Princess Alia College at Al-Balqa Applied University at the bachelor’s level and in the (second, third, forth) university years of which there are 238 students From the academic year 2019–2020

Study sample

The study sample consisted of 157 female counselling students at Princess Alia College at Al-Balqa Applied University at the bachelor’s level and in the three university years of the academic year 2019–2020, since the university is for females, they were chosen by the available method who wished to respond to the two study tools and communicated with them through the WhatsApp application through Link via google drive, as mentioned in Table 1 below.

Table 1. Distribution of the study sample according to its variables.

	Categories	Frequency	Ratio
Birth Order	First	40	25.5
	Middle	88	56.1
	Last	29	18.5
Academic Year	2	57	36.3
	3	38	24.2
	4	62	39.5
	Total	157	100.0

The tools

Family climate scale

The family climate scale was developed after reviewing the literature on the topic (Aliwat, 2011; Kafifi, 2010). The scale consists of (44) items distributed into (6) dimensions, which are: Open communication represented by (1–7). The power between generations (8–14). Intergenerational care and support (15–22). Cognitive cohesion (23–28). Emotional cohesion, which includes paragraphs (29–36). Family adaptation, which includes paragraphs (37–44).

The validity was extracted by presenting the scale to ten experts in the speciality, and the scale was modified considering their observations. Also, indicators of construct validity were extracted, and calculation of the correlation coefficients between the paragraph and the domain and the range with the domain (0.41–0.88).

The stability of the scale was extracted by calculating the internal consistency and calculating the Cronbach Alpha equation, where the stability value was (86%) for the scale.

The scale was corrected according to the five-point scale always, often, sometimes, little, and never, and grades were assigned to 5, 4, 3, 2, and 1 respectively. In the case of the paragraphs written in a negative direction, it reflects (1, 2-5-8-9-11-21-23-24-36-41-44) and thus the score on the scale ranges from 44–220.

Psychological resilience scale

The psychological resilience scale was developed through a review of the relevant educational literature related to psychological resilience, including (Al-Quraan, 2014; Banat et al., 2017). The scale consisted of 25 items distributed in three dimensions, which are: Commitment, (1–6), Control (7–15), and Challenge (16–25). The validity was extracted by presenting the scale to ten professors, and the scale was modified in light of their observations. The construct validity indicators were also extracted and the correlation coefficients between the paragraph and the domain were calculated, where the coefficients ranged between (0.43–0.86), the correlation coefficient between the paragraph and the total degree where they ranged, and between the fields between them. The stability of the scale was extracted (0.39–0.81) by calculating the internal consistency and calculating the Cronbach Alpha equation, where the stability value was (83%) for the scale. The scale was corrected according to the five-point scale always, often, sometimes, little, and never, and grades were assigned to 5, 4, 3, 2, and 1 respectively. In the case of the paragraphs written in a negative direction, it reflects (5-8-10-19). Thus, the score on the scale ranges from 125–125.

Study procedures

Given the global circumstances during the COVID-19 pandemic, including lockdown periods and prolonged stays at home with families, coupled with fears of contracting the virus and constant exposure to news of infections and fatalities via various media platforms, individuals have experienced heightened levels of anxiety, sadness, and grief over lost loved ones. This has prompted a collective reflection on the topic, with individuals striving to maintain composure and avoid undue stress and panic, both within and outside their familial circles. As students navigate these challenges, their roles and responsibilities have evolved, necessitating their active engagement in addressing these issues. Hence, the research topic was formulated, followed by the development of study instruments, namely the family climate measure and psychological resilience assessment, ensuring their validity and reliability.

The researchers prepared the study measures by referring to the literature. Prepare the two study tools: the family climate tool, and the psychological resilience tool in the final form, after making sure of their validity and stability. After that, as the first author is a professor at Prince Alia College of Al-Balqa Applied University, the researchers agreed to choose the sample from this university. The study sample is from female counselling students who study at Prince Alia College of Al-Balqa Applied University in Jordan in the second, third, and fourth university years at the bachelor’s level.

To collect data while adhering to the ethics of scientific research, the students were informed about the study objectives and were given the option to participate in responding to the measures, with an assurance of data confidentiality. Identification by name was not requested to ensure confidentiality and encourage participation in responding to the measures.

During September 2020, amid the COVID-19 pandemic, the students were provided with the link to the study measures through the university’s official website and student groups. They were given one month to respond to the tools. The link, which included the two scales, was sent to the available sample of 157 female counselling students who expressed their desire to participate in the study and responded to the link. noting that all female students in the major numbered 238 students in the academic year 2019–2020.

After the application period concluded, the data were extracted and analysed. Statistical analysis was conducted by SPSS to interpret the results. Then, the results were interpreted, and summarized, leading to conclusions and recommendations.

Statistical procedures

The descriptive correlational approach was used in the study,

• Means and standard deviations for the family climate and psychological resilience among counselling students

• Means and standard deviations for family climate among counselling students according to birth order and the academic year.

• MANOVA analysis of the effect of birth order and academic year on the family climate of female counselling students

• Dimensional comparisons in in Schefft’s method of the impact of the academic year on the family climate of counselling students

• MANOVA analysis of the effect of birth order and academic year on the level of psychological resilience of counselling students

• Dimensional comparisons in Schefft’s method of the effect of birth order on the level of psychological resilience of counselling students

• Dimensional comparisons in Schefft’s method of the impact of the academic year on the level of psychological resilience of counselling students

• Pearson correlation coefficient for the relationship between the family climate and psychological resilience of female counselling students

Limitations

- Sample Size: The study was limited to a specific group of participants, namely female students enrolled in the Bachelor of Counseling Psychology program at Princess Alia College, Al-Balqa Applied University in Jordan. This limited sample size may restrict the generalizability of the findings to other populations or contexts.

- Generalizability: Due to the narrow focus on counselling psychology students at one university, the results may not be representative of the broader population of female university students in Jordan or other countries.

- Time Frame: The study was conducted during the academic year 2019/2020, specifically in September 2020. The findings may be influenced by the unique circumstances and events occurring during that time period, such as the COVID-19 pandemic, which could impact participants’ responses and experiences.

Results

To answer the first and second questions, means, and standard deviations of the family climate and psychological resilience of counselling students in Jordan were extracted, and Table 2 below shows that.

Table 2. Means and standard deviations for the family climate and psychological resilience among counseling students in descending order.

variable	Rank	number	Field	Means	standard deviation	Level
family climate	1	5	Emotional cohesion	4.33	.532	High
	2	3	Intergenerational care and support	4.30	.533	High
	3	1	Open communication	3.81	402	High
	4	6	Family Adjustment	3.77	395	High
	5	4	Cognitive cohesion	3.56	. 473	Average
	6	2	Power between generations	3.29	.384	Average
			Family climate scale	3.98	. 438	High
Psychological resilience	1	3	the challenge	4.46	484	High
	2	1	Commitment	4.30	.453	High
	3	2	Control	3.99	. 479	High
			Psychological resilience Scale	4.25	. 435	High

Table 2 shows that the means ranged between (3.29–4.33), where emotional cohesion came in the first place with the highest mean of (4.33) while the authority between generations came in the last place with a mean of (3.29), and the mean of the family climate scale for the scale as a whole (3.98). while the means ranged between (3.99–4.46) as it was the challenge ranked first means (4.46) while control came in last place and the mean was (3.99), and the mean for the psychological resilience Scale as a whole (4.25).

To answer the third question means and standard deviations for family climate among counselling students according to birth order and the academic year, and Table 3 shows that.

Table 3. Means and standard deviations for family climate among counseling students according to birth order and the academic year.

variable			Means	standard deviation	Number
family climate	Birth order	First	4.09	.375	40
		Middle	3.92	486	88
		Last	4.02	331	29
	academic year	2	3.85	496	57
		3	4.01	440	38
		4	4.09	348	62
psychological resilience	Birth order	First	4.43	242	40
		Middle	4.24	.443	88
		Last	4.06	.532	29
	academic year	2	4.07	494	57
		3	4.29	.385	38
		4	4.40	341	62

Table 3 shows an apparent variation in the means and standard deviations of the family climate among female counselling students due to the different categories of the birth order variables and the academic year, and to show the significance of the statistical differences between means MANOVA was used.

Table 4. MANOVA analysis of the effect of birth order and academic year on the family climate of female counseling students.

The source of the contrast	Sum of squares	Degrees of freedom	Average of squares	Ph value	Statistical significance
Birth order	566	2	283	1.551	. 215
academic year	1.386	2	693	3.799	025
The error	27.737	152	182
Macro	29.976	156

It can be seen in Table 4 the following:

- The absence of statistically significant differences (α = 0.05) was attributed to the effect of birth order, where the value of P.1.551 In statistical terms, it was 0.215.

- And the presence of statistically significant differences (α = 0.05) attributed to the impact of the academic year, where the value of P.3.799 Statistical significance amounted to 0.025And to show the statistically significant marital differences between the means, the dimensional comparisons were used in a cured way, as shown in Table 5.

Table 5. Dimensional comparisons in Schefft’s method of the impact of the academic year on the family climate of counselling students.

The year	Means	2	3	4
2	3.85
3	4.01	.15
4	4.09	24*	08

*Function at the level of significance (α=0.05).

Table 5 shows the existence of statistically significant differences. (α = 0.05) between second year and the 4^th year, the differences were in favor of the 4^th year.

The forth question

If we go back to Table 3 shows an apparent variation in the means and standard deviations of the level of psychological resilience of female counselling students due to the different categories of the variables of birth order and the academic year, and to show the significance of the statistical differences between the means MANOVA was used in Table 6.

Table 6. MANOVA analysis of the effect of birth order and academic year on the level of psychological resilience of counseling students.

The source of the contrast	Sum of squares	Degrees of freedom	Average of squares	Ph value	Statistical significance
Birth order	2.079	2	1.040	6.546	002
academic year	3.133	2	1.566	9.862	.000
The error	24.142	152	159
Macro	29,585	156

The following can be seen in Table 6

- And the presence of significant differences (α = 0.05) attributed to the effect of birth order, where the value of P.6.546 Statistical significance amounted to 0.002. And to show the statistically significant marital differences between means, the dimensional comparisons were used in Schefft’s method, as shown in Table 9.

- And the presence of statistically significant differences (α = 0.05) attributed to the impact of the academic year, where the value of P.9.862 Statistical significance amounted to 0.000And to show the statistically significant marital differences between means, the dimensional comparisons were used in a Schefft’s method, as shown in Table 7.

Table 7. Dimensional comparisons in Schefft’s method of the effect of birth order on the level of psychological resilience of counselling students.

variable		Means	first	middle	last
	First	4.43
	middle	4.24	19
	Last	4.06	37*	17

*statistically significant differences (α=0.05).

It is evident from Table 7 that there are statistically significant differences (α = 0.05) between the first and the last and the differences came in favour of the first.

Table 8. Dimensional comparisons in Schefft’s method of the impact of the academic year on the level of psychological resilience of counselling students.

	Means	Second Year	Third Year	the fourth year
Second Year	4.07
Third Year	4.29	22*
the fourth year	4.40	33*	11

*statistically significant differences (α=0.05).

Table 8 shows that there are significant differences (α = 0.05) between the second year on the one hand and each of the third year and the fourth year on the other hand, and the differences came in favour of both the third and the fourth year.

To answer the fifth question Pearson correlation coefficient between the family climate and psychological resilience of female counselling students was extracted, and Table 9 illustrates this.

Table 9. Pearson correlation coefficient for the relationship between the family climate and psychological resilience of female counseling students.

		Commitment	control	the challenge	Psychological resilience Scale
Open communication	Correlation coefficient R.	.143	.271 (**)	. 174*	.224 (**)
	Statistical significance	074	.001	.030	005
	the number	157	157	157	157
Power between generations	Correlation coefficient R.	−.009	051	080	055
	Statistical significance	912	524	321	491
	the number	157	157	157	157
Care and support between generations	Correlation coefficient R.	.402 (**)	433 (**)	.375 (**)	433 (**)
	Statistical significance	.000	.000	.000	.000
	the number	157	157	157	157
Cognitive cohesion	Correlation coefficient R.	.367 (**)	.389 (**)	.406 (**)	.424 (**)
	Statistical significance	.000	.000	.000	.000
	the number	157	157	157	157
Emotional cohesion	Correlation coefficient R.	.535 (**)	.511 (**)	.520 (**)	561 (**)
	Statistical significance	.000	.000	.000	.000
	the number	157	157	157	157
Family adjustment	Correlation coefficient R.	498 (**)	.486 (**)	.447 (**)	512 (**)
	Statistical significance	.000	.000	.000	.000
	the number	157	157	157	157
Scale of family climate	Correlation coefficient R.	.520 (**)	.522 (**)	.481 (**)	.545 (**)
	Statistical significance	.000	.000	.000	.000
	the number	157	157	157	157

*Statistically significant differences (α=0.05).

**Statistical significance at the level of significance (0.01).

It can be seen from Table 9 the following:

- There is a positive statistically significant relationship between open communication and control, challenge, and psychological resilience scale.

− The absence of a statistically significant relationship between power between generations and psychological resilience scale.

- a relationship positive statistically significant between the care and support between generations, cohesion of knowledge, the cohesion of emotional and family adjustment, and a measure of family climate and the psychological resilience scale.

Discussion

The findings of this study provide fascinating insights into the relationship between family climate attributes and psychological resilience among female counselling students in Jordan.

The interesting findings in this study are as follows:

- High levels of positive family climate and psychological resilience were observed among the participating students. This can be attributed to the fact that the Jordanian family has become living in a conscious climate and possesses a wide culture and is characterized by strong family ties among its members in addition the study sample, who are counselling students that receive scientific knowledge and in-depth training on communication skills, also the importance of expressing love and feelings for others and sympathizing with them, and this matter thus reflect on their interaction with their families and makes the family climate more positive and effective.

The level of psychological resilience among counselling students in Jordan was high, and the researcher attributes that these students are studying a specialization that equips them with the skills and knowledge that are sources of strength for them and make them more able to benefit from what they learned at the university in their practical life, and practice this in what they may encounter in terms of experiences and stressful situations, which makes them more psychologically resilient, That result agrees with Al Talahin et al. (2017); Safarzadeh (2016), which revealed a positive family climate among the sample. While Al-Berakdar (Al-Berkadar, 2011), indicated a low level of psychological resilience among the students, with males exhibiting higher psychological resilience in contrast with this study.

- No significant differences were found in family climate characteristics based on variables such as birth order or academic year. The study showed that family climate characteristics remained consistent regardless of birth order or academic year. This suggests that positive family climates may persist over time within this student population. Further exploration could delve into the factors that contribute to the stability of family climates and whether they are influenced by cultural or societal norms.

- The lack of differences in family climate based on birth order or academic year may indicate that these factors have minimal impact on family climate among these students.

The results showed that there are no differences in the family climate attributable to the birth order variable among counselling students. This can be explained because the family that is keen to ensure that love, respect, and sympathy prevail among its members and a positive family climate prevails in it is a family that offers this to its children regardless of the birth arrangement, it provides a healthy and safe environment for adults and children.

On the other hand, differences appeared in the family climate attributed to the academic year and in favour of those in the fourth year. This can be explained by the fact that the fourth-year student is on the threshold of graduation and has reached the stage of adulthood where the family treats her with interest and respect for the biggest stars of her being educated and has a degree of culture in addition to her on the experiences and skills of her specialization, and she may have employed her during her contact with her family members, which contributes to improving the family climate and making it more positive.

- Differences in psychological resilience were observed based on birth order, with the eldest daughter in the family exhibiting higher psychological resilience.

Resilience Across Birth Order: Notably, there were differences in psychological resilience based on birth order, with eldest daughters exhibiting higher levels of resilience. This finding prompts questions about the potential dynamics within families and how the role of being the firstborn may contribute to the development of resilience. Further research could explore the specific mechanisms or experiences that might explain this. Gokhan and Ali (2013) identified significant correlations between student resilience and factors such as gender, and grade level.

- Differences in psychological resilience were also observed based on the academic year, with fourth-year students demonstrating higher psychological resilience.

-According to the Academic year and resilience: The study also revealed that fourth-year students displayed higher psychological resilience. This finding opens up discussions about the potential impact of the academic journey on resilience. Are there specific challenges or experiences in the final year of study that contribute to increased resilience, or does the accumulation of knowledge and skills over time play a role?

The results showed that there are differences in the level of psychological resilience attributed to the order of birth and in favour of female students with the first order of birth, and this can be explained by the fact that the student who represents the first daughter in her family is the oldest and has more experience and has received great attention and care from the family as well as receiving psychological care and support from the family members, in addition to that she may bear greater family burdens and responsibilities, such as taking care of her younger siblings and following up on some household matters, which creates a greater awareness of life, makes her more tolerant of difficulties and increases her psychological strength

Differences also appeared in psychological resilience due to the variable of the academic year and in favour of them in the fourth year, this can be attributed to the female students in the study sample studying counselling, which is a specialization that is distinguished by preparing and qualifying students to practice the profession of counselling and thus they are given communication skills as well as stress management and conflict resolution and this It makes them more psychologically resilient, and as the student progresses through the academic years, the more experiences, knowledge, and skills that she has, and thus the psychological resilience of her will increase. Mahmoud (2012), indicated a positive relationship between psychological resilience, and academic success. The resilience levels were found to be higher among male students in contrast to the current study.

- There is a strong positive relationship between positive family climate characteristics and the level of psychological resilience among female counselling students.

The positive correlation between family climate and psychological resilience aligns with previous research, highlighting the importance of family support systems in fostering resilience. This result reinforces the notion that a nurturing and supportive family environment can be a protective factor against stressors and challenges faced by university students. Interpreting these results can be done as follows:

- The positive family climate appears to be associated with the level of psychological resilience among students, suggesting that families providing a supportive and positive environment contribute to the development of psychological resilience skills in individuals.

− Differences in psychological resilience based on birth order and academic year suggest that there are personal and social factors influencing psychological resilience levels.

− The positive correlation between positive family climate and psychological resilience underscores the importance of the family environment in nurturing resilience skills among students.

- Cultural Considerations: Given that this study was conducted in Jordan, it’s essential to consider cultural factors that might influence family dynamics and their impact on resilience. Cultural norms, expectations, and family structures can play a significant role in shaping family climates. Future research could explore how these cultural elements interact with family climate and resilience. That result agree with Al-Momani &;, Banisaeed (Al-Momani & Banisaeed, 2022), who indicated that there is a positive statistically significant correlation between family climate and the methods of coping with psychological stress. also, Sharma and Hussain (2021) indicated that family environment is significantly related to and influences the resilience and mental well-being of young adults. And Fard and Hajiarbabi (2019) showed that an effective family climate is significantly correlated with resiliency.

Conclusion

In conclusion, this study’s results provide a valuable foundation for further research and discussions about the complex relationship between family climate and psychological resilience among female counselling students in Jordan. Understanding these dynamics can inform interventions and support systems to enhance the well-being and success of university students. In summary, this study offers valuable insights for students seeking self-awareness and personal growth and provides researchers with a foundation for further exploration in the field of family dynamics and psychological resilience. It also has the potential to inform educational policies and interventions to better support students’ mental health and well-being.

The study also offers several valuable takeaways for both students and researchers:

• Insights into Family Dynamics: For students, this study provides insights into the relationship between family climate and psychological resilience. It highlights the significance of a positive family environment in nurturing psychological resilience, which can be useful for students in understanding their own experiences and family dynamics.

• Personal Development: Students can gain a deeper understanding of how birth order may impact psychological resilience. This insight can be personally valuable as it helps them reflect on their own experiences within their families.

• Academic Year Impact: The study also suggests that academic year can influence psychological resilience. This information can be helpful for students as they progress through their academic journey, offering them a sense of what to expect and how to navigate challenges effectively.

• Research Implications: Researchers can use these findings as a basis for further investigation and exploration.

• Policy and Intervention: Policymakers and counsellors may find value in this study’s insights when developing interventions or programs aimed at enhancing psychological resilience among students. Understanding the role of family climate can inform strategies to support students’ emotional well-being.

Disclosure statement

No potential conflict of interest was reported by the author(s).