The posts here, and your own responses, make me think of the growth mindset concept (you can google Carol Dweck if you’re interested). It’s a theory of learning and development that many schools have picked up on. I find it really interesting.
To try to sum it up; the way we talk to bright children throughout their learning can make them very risk averse and result in poor achievement. When we praise an outcome, like getting 10/10 on a maths test, and tell the child how clever they are, they can come to only value the ‘perfect’ score and really fear what they consider ‘failure’ (like getting 8/10. When we describe a child as clever, like some god given gift, they can learn to go to extreme lengths to hide what they consider failing at that. So they misbehave when they are faced with a real maths problem, avoid doing the task altogether instead of applying themselves. They are miserable when they have to struggle for something as they see it as a failure rather than as an opportunity to develop problem solving skills. They basically can avoid any situation which would develop their problem solving skills as they only find satisfaction and reward in ‘winning’ and being told how clever they are for their perfect result.
But life isn’t about getting 10 questions right. It’s about perseverance, weighing up options, seeing those options in the first place, overcoming struggles, solving problems. That’s what helps us to ‘achieve’. So the brightest kids in school can end up being or feeling like they didn’t achieve, where some of the kids who we’re praised for their INPUT (rather than output), “well done for trying”, “100% for effort”, can go on to better and rewarding things because they get satisfaction from the process of trying.
I don’t think I’ve explained it that well, but in my role (teacher and now childcare) I make an effort to praise process specifically. “I love that you wouldn’t give up on that puzzle, even though it was really tricky. It was brilliant how you asked bert to help you with that last bit because you know he’s good at such and such”.
You sound intelligent, bright and enquiring. But you’re seeing yourself as failing when you don’t win or see other people who do it better. Can’t you see the value in teaching yourself all of these new skills? Can you try to appreciate the process you’re going through to improve as an achievement in itself? You don’t have to ‘win’ or be better than anyone else to achieve.