We adopted an achievement goal complex framework (studying achievement goals and
reasons connected to goals) to determine when and why performance goals predict
exploitation of others’ knowledge. We hypothesized that: (i) when selective assessment is
used, the link between performance goals and exploitation orientation is stronger; (ii) the
reason why is that selective assessment fosters performance goals regulated by controlled
reasons. Study 1 (N = 166) supported these hypotheses in a “real world” environment,
comparing students enrolled in programs using non-selective vs. selective assessment (but
having a majority of common courses). Then, an experimental causal-chain-like design was
used. In Study 2 (N = 187), presenting an intelligence test as selective (vs. [self-]evaluative)
predicted controlled reasons connected to performance goals. In Study 3 (N = 192), inducing
performance goals using controlling (vs. autonomy-supportive) language predicted
exploitation orientation, indirectly impairing information-sharing behaviors. The results
contribute to the understanding of both the structural antecedents and interpersonal
consequences of achievement goal complexes.