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 (exams aiming to select a limited number of individuals), 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 versus 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.