This chapter and lecture were extremely illuminating. In my work with elementary students last semester, I witnessed elementary school students doing all those strategies listed to avoid failure. I also recognize the concept of the performance goals, and have seen both in action.
One particular circumstance involved a seventh grade boy who absolutely had the ability to achieve; you could tell by his in-class work. However, when it came to turning in homework, he'd "forget" to do it. The in-class work alone kept him from failing, and he even STATED that as long as he wasn't failing, he wouldn't get in trouble with his parents. He was putting forward, really, a false effort. He achieved 'just enough' to keep himself from failing.
What we, as teachers, have to do, is create a system where this kind of participation is unacceptable - that turning in only partial work will still achieve a passing grade. A way we could do that would be insisting all work has to be turned in before a grade can be determined. That way, the students know they actually have to put forward an effort to succeed - even if it's not their best work.