Previous studies have shown that parent–child shared book reading is positively related to children’s socioemotional competence. A systematic literature search identified 13 studies (N = 707) that met the eligibility criteria for this meta-analysis. Effect sizes were estimated using a random-effects approach, and a moderator analysis examined whether the relationship between parent–child shared book reading and socioemotional competence varied by country of origin. Results revealed an overall significant correlation (r = 0.24, p < 0.01) between parent–child shared book reading and children’s socioemotional competence. However, moderation analyses indicated no significant differences based on country of origin (USA and Israel). Research on shared book reading in Eastern cultures remains scarce. The influence of shared book reading on socioemotional competence may differ across cultural contexts. Given the importance of socioemotional learning for children’s development, further research in this area is warranted.