Regarding imposter syndrome, the original post's quoted article's second link discusses this:
Effort and ability are internally perceived causes, according to attribution theory (Weiner, 1986), and understanding the relationship between them is important. Many high achieving students tend to attribute their successes to a combination of ability and effort and their failures to lack of effort. On the other hand, some individuals who accept their own failure often attribute their successes to external factors such as luck and their failures to lack of ability. As children approach adolescence, they begin making a distinction between effort and ability, and gender differences emerge. The academic self-efficacy of young males is enhanced based on their belief in their ability; during failures, they attribute failure to lack of effort. The same does not appear to be true for young females. Girls may accept responsibility for failure but not for success. Researchers believe that although girls may perceive themselves to be bright, they interpret any failure quite negatively, believing that it is caused by lack of ability (Dweck, 1986).
(emphasis added)
Note that
attributing failure to lack of effort reveals a growth mindset;
attributing failure to a lack of ability reveals a fixed mindset.
This is consistent with
In particular, attributing poor performance to a lack of ability depresses motivation more than does the belief that lack of effort is to blame.
and
The students who held a fixed mind-set, however, were concerned about looking smart with less regard for learning. They had negative views of effort, believing that having to work hard at something was a sign of low ability. They thought that a person with talent or intelligence did not need to work hard to do well. Attributing a bad grade to their own lack of ability, those with a fixed mind-set said that they would study less in the future, try never to take that subject again and consider cheating on future tests.
