This plays a crucial role in setting students’ expectations and their ambition to achieve academic goals (Anderson and Huesmann, 2003, Huesmann, 1998, Eccles, Vida and Barber, 2004, Frome and Eccles, 1998). Various studies also find that parental expectations increase as socio-economic status rises (Ang and Huan, 2006, Xiao, 2013). The latest PISA 2015 results also confirm this equation, since socio-economic status is found to be related to students’ ambition (OECD, 2017). On average across OECD countries, disadvantaged students were 11 percentage points less likely than advantaged students to report that they want to be among the best students in the class, and 13 percentage points less likely to see themselves as an ambitious person.