An instrumental study was carried out, with the purpose of developing a scale for assessing academic social participation (ASP) in class in university students, and testing its psychometric properties. Students from two national universities answered the ASP scale's items online, along with a scale assessing academic social self-efficacy. Exploratory factorial analysis was applied, obtaining a three dimensional scale (including academic help seeking - AHS-, work with peers -WP-, and autonomous contribution -AC-). All three dimensions were different but significantly correlated (p < 0.01; r ranging from 0.14 to 0.41), which allows to admit academic social participation as a unified construct. Internal consistency values for all three scales (AHS [alpha] = 0.83; WP [alpha] = 0.81; AC [alpha] = 0.91) and the complete scale (ASP [alpha] = 0.88) indicate a good reliability. Correlations between sub scales and academic social self-efficacy partially support construct validity. Further studies are recommended to provide additional support on this psychometric property. Also, more specific analyses are suggested to elucidate the studied behaviors' natures.